Search results for: Avgitidou Sofia
Page 1/1 2 items
Preservice Teachers’ Beliefs About Childhood: Challenges for a Participatory Early Childhood Education?
The purpose of this study is to examine preservice teachers’ beliefs about childhood in an attempt to see how they may support an active, participatory role for children in early childhood education. The authors highlight three important conclusions from this research. First, preservice teachers already have a number of beliefs that explain children’s behavior, haracteristics, potentials, and needs when they enter university education. Second, beliefs about childhood vary among preservice teachers and some of their beliefs are related to known scientific theories about childhood or to existing typologies. Third, despite this variation, there are specific ontological and epistemological presuppositions underlying these beliefs that construct a framework theory for understanding childhood.
Updated: Nov. 04, 2015
Participation, Roles and Processes in a Collaborative Action Research Project: A Reflexive Account of the Facilitator
This article analyses and discusses the roles and participation of those involved in a collaborative action research project to highlight the factors that influenced their content, quality and intensity. Emphasis is given to the reflections of the facilitator, who is the author, on the processes employed to achieve equal participation and roles in the action research. Meetings and interviews with teachers are content-analysed to provide descriptions of the timing, content and type of interactions among the members of the collaborative action research.
Updated: Jan. 12, 2010