Professional Learning Communities: An Alternative to Strengthen Pedagogical Practice in Early Childhood Education
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| المؤلفون: | , |
|---|---|
| التنسيق: | artículo original |
| الحالة: | Versión publicada |
| تاريخ النشر: | 2024 |
| الوصف: | The contemporary educational system demands more effective support for early childhood education teachers, recognizing their pivotal role in the holistic development of young children. Therefore, this article seeks to expound on the significance of Professional Learning Communities (PLCs) within the realm of professional development for preschool educators. The investigators contend that PLCs can enhance early childhood education by focusing on improving teaching practices, fostering collaboration through dialogue, constructing collective knowledge relevant to professional practice, and creating a space of trust and support among peers; highlighting the potential of PLCs to professionalize and empower educators, especially in challenging contexts. Additionally, the authors advocate for future research endeavors aimed at comprehending the specific impact of PLCs on the professional learning of preschool educators, as well as delving into their transformative and political potential within the cultural milieu of teaching. |
| البلد: | Portal de Revistas UCR |
| المؤسسة: | Universidad de Costa Rica |
| Repositorio: | Portal de Revistas UCR |
| اللغة: | Español |
| OAI Identifier: | oai:portal.ucr.ac.cr:article/55887 |
| الوصول للمادة أونلاين: | https://revistas.ucr.ac.cr/index.php/educacion/article/view/55887 |
| كلمة مفتاحية: | Early Childhood Education Preschool Teacher Educational Autonomy Lifelong Learning Educational Cooperation Social Interaction Educación de la primera infancia Docente de preescolar Autonomía educativa Aprendizaje a lo largo de la vida Cooperación educacional Interacción social |