Formazione & insegnamento
ISSN: 2279-7505 | Published: 2023-04-30
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Title: Learning to learn in preschool: Principles for a framework concerning preschool teacher empowerment
Abstract: The European preschool sector is receiving increased attention. The European Council Recommendations (2018; 2019) emphasize the need for ECEC to be at the forefront in developing teaching practices conducive to key competences. Among these, Learning to Learn (L2L), crucial at this developmental stage. Italian preschool is of good quality and inclusive. However, the 2019-2020 self-evaluation round evidenced some weaker areas. Only 28.7% of leaders declare that children in their preschool have a positive self-esteem. In addition, teachers seem unaware of L2L in early childhood and hold misconceptions on its acquisition. This contribution advances an evidence-based trajectory for preschool teachers' in-service training on L2L, framed within a sociocultural perspective, for their empowerment. The core of this proposal is to uncover teachers' L2L conceptions that are generally unconscious. Reflecting on their own L2L, teachers are empowered and able to prepare a preschool environment where children may acquire self- and co-regulated learning competences.
Keywords: Framework; Learning to learn; Preschool; Self-regulated learning; Teacher training
Title: Apprendere ad apprendere nella scuola dell'infanzia: Principi per un quadro teorico sull'empowerment dei docenti
Abstract: La scuola dell'infanzia europea sta ricevendo crescente attenzione. Le Raccomandazioni del Consiglio (2018; 2019) sottolineano la necessità che questo settore sia l'avanguardia per pratiche educative centrate sulle competenze chiave. Fra queste, l'Apprendere ad Apprendere (AaA), cruciale per lo sviluppo dei bambini. La scuola dell'infanzia italiana è di qualità e inclusiva. L'esercizio di auto-valutazione 2019-2020 ha tuttavia evidenziato alcune criticità. Solo il 28,7% dei dirigenti/coordinatori afferma che i bambini nella loro scuola hanno un'autostima positiva. I docenti, inoltre, sembrano inconsapevoli dell'importanza dell'AaA nell'infanzia e hanno concezioni inesatte sulla sua acquisizione. Questo contributo propone una traiettoria di formazione dei docenti di infanzia, in una prospettiva socioculturale basata su evidenze, volta all'empowerment. Il cuore della proposta è slatentizzare le concezioni dei docenti sull'AaA, generalmente inconsce. Attraverso la riflessione sulle proprie competenze apprenditive, i docenti predispongono un ambiente di apprendimento dei bambini favorevole all'acquisizione di competenze di auto- e co-regolazione.
Keywords: Apprendere ad Apprendere; Apprendimento auto-regolato; Formazione docenti; Quadro teorico; Scuola dell'infanzia
Title: Apprendre à apprendre à l'école maternelle: principes d'un cadre concernant l'autonomisation des enseignants préscolaires
Abstract: Le secteur préscolaire européen reçoit une attention accrue.Les recommandations du Conseil européen (2018; 2019) soulignent la nécessité pour l'ECEC d'être à l'avant-garde dans le développement de pratiques pédagogiques propices aux compétences clés.Parmi ceux-ci, Apprendre à apprendre (L2L), crucial à ce stade de développement.L'école préscolaire italienne est de bonne qualité et inclusive.Cependant, le tour d'auto-évaluation 2019-2020 a mis en évidence certaines zones plus faibles.Seuls 28,7% des dirigeants déclarent que les enfants dans leur école maternelle ont une estime de soi positive.En outre, les enseignants semblent ignorants de L2L dans la petite enfance et ont des idées fausses sur son acquisition.Cette contribution fait avancer une trajectoire fondée sur des preuves pour la formation en cours d'instruction des enseignants préscolaires sur L2L, encadrée dans une perspective socioculturelle, pour leur autonomisation.Le cœur de cette proposition est de découvrir les conceptions L2L des enseignants qui sont généralement inconscientes.Reflétant sur leur propre L2L, les enseignants sont habilités et capables de préparer un environnement préscolaire où les enfants peuvent acquérir des compétences d'apprentissage auto-réglementées et coréglées. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
Keywords: Cadre;Apprendre à apprendre;Préscolaire;Apprentissage autorégulé;Formation des enseignants
Title: Aprender a aprender en preescolar: Principios para un marco sobre el empoderamiento de los maestros preescolares
Abstract: El sector preescolar europeo está recibiendo una mayor atención.Las recomendaciones del Consejo Europeo (2018; 2019) enfatizan la necesidad de que ECEC esté a la vanguardia en el desarrollo de prácticas de enseñanza propicio para las competencias clave.Entre estos, aprender a aprender (L2L), crucial en esta etapa de desarrollo.El preescolar italiano es de buena calidad e inclusive.Sin embargo, la ronda de autoevaluación 2019-2020 evidenció algunas áreas más débiles.Solo el 28.7% de los líderes declaran que los niños en su preescolar tienen una autoestima positiva.Además, los maestros parecen desconocidos de L2L en la primera infancia y tienen conceptos erróneos sobre su adquisición.Esta contribución avanza una trayectoria basada en evidencia para la capacitación en servicio de los maestros preescolares sobre L2L, enmarcado dentro de una perspectiva sociocultural, para su empoderamiento.El núcleo de esta propuesta es descubrir las concepciones L2L de los maestros que generalmente están inconscientes.Reflexionando sobre su propio L2L, los maestros están facultados y pueden preparar un entorno preescolar donde los niños pueden adquirir competencias de aprendizaje a sí mismos y coreguladas. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
Keywords: Estructura;Aprender a aprender;Preescolar;Aprendizaje autorregulado;Capacitación docente
Title: Aprendendo a aprender na pré -escola: Princípios para uma estrutura relativa ao empoderamento dos professores da pré -escola
Abstract: O setor pré -escolar europeu está recebendo maior atenção.As recomendações do Conselho Europeu (2018; 2019) enfatizam a necessidade de a ECEC estar na vanguarda no desenvolvimento de práticas de ensino propício a competências -chave.Entre eles, aprendendo a aprender (L2L), crucial nesse estágio de desenvolvimento.A pré -escola italiana é de boa qualidade e inclusiva.No entanto, a rodada de auto-avaliação de 2019-2020 evidenciou algumas áreas mais fracas.Apenas 28,7% dos líderes declaram que as crianças em sua pré-escola têm uma auto-estima positiva.Além disso, os professores parecem desconhecer o L2L na primeira infância e mantêm conceitos errôneos em sua aquisição.Essa contribuição avança uma trajetória baseada em evidências para o treinamento em serviço dos professores em idade pré-escolar sobre L2L, emoldurado dentro de uma perspectiva sociocultural, por seu poder.O núcleo desta proposta é descobrir as concepções L2L dos professores que geralmente estão inconscientes.Refletindo sobre seu próprio L2L, os professores são capacitados e capazes de preparar um ambiente pré-escolar, onde as crianças podem adquirir competências de aprendizagem auto-regulamentadas. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
Keywords: Estrutura;Aprendendo a aprender;Pré -escolar;Aprendizado auto-regulado;Treinamento de professores
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