Teacher training and pedagogical practice in Early Childhood Education
The initial and continuing education of teachers has relevance in the mediation of a pedagogical practice in Early Childhood Education. Therefore, this research aims to understand the relationship between the initial training of early childhood teachers and the constitution of knowledge in pedagogic...
| Authors: | , , |
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| Format: | article |
| Status: | Published version |
| Publication Date: | 2022 |
| Country: | Brasil |
| Institution: | Universidade Estadual do Ceará (UECE) |
| Repository: | Ensino em Perspectivas |
| Language: | Portuguese |
| OAI Identifier: | oai:ojs.revistas.uece.br:article/8831 |
| Online Access: | https://revistas.uece.br/index.php/ensinoemperspectivas/article/view/8831 |
| Access Level: | Open access |
| Keyword: | Formação Inicial Formação Continuada Prática Pedagógica Educação Infantil Initial formation Continuing Education Pedagogical Practice Child Education |
| Summary: | The initial and continuing education of teachers has relevance in the mediation of a pedagogical practice in Early Childhood Education. Therefore, this research aims to understand the relationship between the initial training of early childhood teachers and the constitution of knowledge in pedagogical practice. For that, we used the qualitative approach methodologically based on the case study operated by the online questionnaire as a data collection technique through Google Forms. The research findings show that the Early Childhood Education teacher who obtained an initial training adequately grounded in theory and practice, and who is always in search of new knowledge and knowledge, through continued training, has better conditions to carry out his Practice pedagogy with due care. |
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