Enlarged contexts of learning in pre- primary education for teachers’ professional development Learning in informal contexts to promove learnfare perspective.

Presentazione sul tema: "Enlarged contexts of learning in pre- primary education for teachers’ professional development Learning in informal contexts to promove learnfare perspective."— Transcript della presentazione:

1 Enlarged contexts of learning in pre- primary education for teachers’ professional development Learning in informal contexts to promove learnfare perspective Chiara Urbani Academic Year 2013/2014 Phd in Science of Cognition and Education University Ca’ Foscari Venice

2 The european framework of Pre-school education-1 2 European models (OCSE-Eurydice, 2009) Integrated Disjointed European policy to improvement for education and training systems ( Smart,sustainable and inclusive growth, COM 2020) Youth on the move : At Ue level: “promote the recognition of non-formal and informal learning” At National level: Promote: “...efficient investment in education and training systems at all levels (pre-school to tertiary)” and “... improve educational outcomes, addressing each segment (pre-school, primary, secondary, vocational and tertiary) within an integrated approach, encompassing key competences and aiming at reducing early school leaving; European Training 2020 : “…LLL [...] is designed to cover learning in all contexts — whether formal, non-formal or informal — and at all levels: from early childhood education and schools through to higher education, vocational education and training and adult learning” “... Educational disadvantage should be addressed by providing high quality early childhood education and targeted support, and by promoting inclusive education” [ Council conclusions of 12 May 2009 on a strategic framework for European cooperation in education and training ( ET 2020 ) Early childhood education services (child care) Pre-primary school (early education)

3 The european framework of Pre-school education-2 0-3 year-olds4 year-olds3-6 year-olds Average in OCSE Average in Italy Fig.1. Enrolment of 0-3 year-olds in child careFig.2. Enrolment of 4 year-olds in early educationFig.3. Enrolment of 3-6 year-olds in early education

4 Head start (HS) USA 1965 Early years evaluation (EYE) Canada 1971 casda Status and pedagogical task of preschool to be strengthened Sweden 2011 A strategy for smart, sustainable and inclusive growth Europe COM (2010a) 2020 Early Childhood Education and Care in Europe: Tackling Social and Cultural Inequalities OCSE-Eurydice 2009 Il lavoro educativo con la prima infanzia. Tra progetto pedagogico e scelte organizzative Università Milano-Bicocca 2008 I servizi educativi per la prima infanzia a carattere innovativo IRER Lombardia 2004 The child care transition; A league table of early childhood education and care in economically advanced countiries Report card UNICEF 2008 from experiences in WELFARE STATE setting...to most recent policies: What’s the actual perspective?

5 New frontiers emerging from policies Policies do not determine the behavior SOCIAL point of view EDUCATIVE point of view Prevention of discomfort and socio-cultural disadvantage: pre-school education as insurance for life? (Head Start, 1965-2005; Carolina Abecedarian Project, 1972, Perry Pre-school Project, 1962-2006; Effective Provision of Pre-school Education, 2003, OCSE- Starting Strong II, 2006; OCSE-Eurydice, 2009;) Conciliation female employment/ maternal role: reduce public spending and encourage the work re-integration? (Unicef Report card, 2008; OCSE-Eurydice, 2009;) Enhancing school learning prerequisites: to facilitate the transition from child to pupil? (OCSE 2006-2009; G.S. Becker, Human capital, 1964) The benefits of early socialization: the “wrong myth” (OCSE, 2006- 2009) Qualification of educational relationship (UNICEF Report Card 8, 2008) BUT: Contradictory results on the long term effects (Unicef Report card, 2008) BUT : No evidence of actual correlation (OCSE-Eurydice, 2009, Pfau-Effinger, 2010) BUT: The response of the Neurosciences (Harvard Research,2007; National Research Council, Washington D.C., 2000, 2001) BUT : Different needs... individualized respons (IRER Piemonte, 2004) BUT : Too many variables (Unicef Report card, 2008)

6 Releasing personal dimension with its employability translation The personalization of welfare: Transition to flexibile and innovative systems of learnfare (Margiotta, 2012) Sen,1999; Nussbaum, 2011 Umanizing re-foundation: The individual Agency (Costa, 2011, 2012) Development (personal and professional) as like... “...personal freedom to choose the life that give value” Critical issues How? Trought integrated relationships emerging from enlarged contexts of learning: social (parental and intergenerational) interacting and professional (community of practice) contexts.

7 Life-long training and professional development of pre-school teachers Initial – Induction - Continuing Professional development TALIS The italian framework Early childhood services educator Pre-school teacher Proposal for a planning of the new profiles

8 Professional development in capability approach The value over the COMPETENCE APPROACH CAPABILITY APPROACH Freedom to act and freedom to... achieve (Sen, 1999) Capabilites and functionings (Sen, 1999; Nussbaum, 2012) Conversion factors The device of transformative reflexivity (Mezirow, 2003) Not just...teacher’s reflexive and transformative competence...to: support capabilities development and qualify a new participatory idea of professional teacher’s development

9 INNATE capacities E ntitelements Provisions INTERNAL capacities COMBINED capacities Environment factors es. education (Nussbaum, 2000) CONVERSION factors (Social, political etc.) Opportunities/ Conditions to build capability to realize... as FREEDOM TO CHOOSE between DIFFERENT ALTERNATIVES (FREEDOM OF AGENCY) No-functionings Fine functionings Resources Functionings of life

10 The research setting Find correlation between: Teacher professional development & capability process F or a new define of pre-school educational policies Conversion factors: 2. Institutional and regulatory framework 1.R esources framework 3. Organisational and processing framework 4. Other available resources (latent resources) Continuing training International and professional mobility Institutional, regulatory, contractual guarantees Contractual provisions Career plans Professional recognition National Guidelines for the over-all pre-school education Professional Communities of Practice Collegiality Intra- and extra- school relational contexts (parental and intergenerational) Informal learning contexts Networks (intra- and extra- curricular) Social contexts of local governance Research question: A new plan for teacher professional development looking for value beyond the competence/skill trought personal agency for capability empowerment Hypoteses:

11 Objectives: aIdentify areas of competences of the professional development in pre-school education: - Early childhood care services (child care) - Pre-school education (early education) Mixed studies: quali-quantitative Methods: Quantitative study Qualitative study Qualitative semi-structured interview To realize a continuing professional development pilot trought capability process based on the integration of enlarged contexts of learning (social, parental, and intergenerational) Questionnaires on self-perception skills Participant observation by action research Expected results: Identify development frameworks (conversion factors) Define a teacher professional development model Define and develop a new pre-primary education policy

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