Enlarged contexts of learning in preprimary 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
The european framework of Pre-school
education-1
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 )
2 European models
Integrated
(OCSE-Eurydice, 2009)
Disjointed
Early childhood
education services
(child care)
Pre-primary school
(early education)
The european framework of Pre-school education-2
Fig.1. Enrolment of 0-3 year-olds in child care
0-3 year-olds
Fig.2. Enrolment of 4 year-olds in early education
4 year-olds
Fig.3. Enrolment of 3-6 year-olds in early education
3-6 year-olds
Average in OCSE
Average in Italy
Head start (HS)
USA 1965
Early years evaluation
(EYE) Canada 1971
...to most recent policies:
casda
What’s the actual
perspective?
I servizi educativi per la prima infanzia a carattere
innovativo
IRER Lombardia 2004
from
experiences
in WELFARE STATE
setting
The child care transition; A league table of early
childhood education and care in economically
advanced countiries
Report card UNICEF 2008
Early Childhood Education and Care in Europe:
Tackling Social and Cultural Inequalities
OCSE-Eurydice 2009
A strategy for smart, sustainable and inclusive
growth
Europe COM (2010a) 2020
Status and pedagogical task of preschool to be
strengthened
Sweden 2011
Il lavoro educativo con la prima infanzia. Tra
progetto pedagogico e scelte organizzative
Università Milano-Bicocca 2008
New frontiers emerging from policies
Policies do not determine the behavior
BUT:
• SOCIAL
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;)
• EDUCATIVE
Enhancing school learning prerequisites: to facilitate the
transition from child to pupil? (OCSE 2006-2009; G.S. Becker,
Human capital, 1964)
point of view
The benefits of early socialization: the “wrong myth” (OCSE, 20062009)
Qualification of educational relationship (UNICEF Report Card 8,
2008)
Contradictory results on
the long term effects
(Unicef Report card,
2008)
BUT:
No evidence of actual
correlation
(OCSE-Eurydice,
2009, Pfau-Effinger,
2010)
BUT:
Too many variables
(Unicef Report card,
2008)
BUT:
Different needs...
individualized respons
(IRER Piemonte, 2004)
BUT:
The response of the
Neurosciences
(Harvard
Research,2007;
National Research
Council, Washington
D.C., 2000, 2001)
Critical issues
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”
How?
Trought integrated relationships emerging from enlarged contexts of
learning: social (parental and intergenerational) interacting
and professional (community of practice) contexts.
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
Professional development in capability approach
The value over the
COMPETENCE APPROACH
Not just...teacher’s reflexive and transformative
competence
CAPABILITY APPROACH
...to: support capabilities development and qualify a new participatory idea of professional
teacher’s development
•
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)
Functionings of life
Fine functionings
Opportunities/ Conditions to build capability to realize...
as
FREEDOM TO CHOOSE between DIFFERENT ALTERNATIVES
(FREEDOM OF AGENCY)
CONVERSION factors
(Social, political etc.)
Environment factors
es. education (Nussbaum, 2000)
COMBINED capacities
INTERNAL capacities
Resources
Entitelements
Provisions
INNATE capacities
No-functionings
The research setting
Research
question:
Find correlation between:
Teacher professional development & capability process
For a new define of pre-school educational policies
A new plan for teacher professional development
looking for value beyond the competence/skill
trought personal agency
for capability empowerment
Hypoteses:
Conversion factors:
1.Resources framework
2. Institutional and regulatory
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
Objectives:
aIdentify areas of competences of the professional development in
pre-school education:
- Early childhood care services (child care)
- Pre-school education (early education)
Methods:
Mixed studies:
quali-quantitative
Quantitative study
Qualitative study
•Questionnaires on self-perception skills
• Qualitative semi-structured interview
•Participant observation by action research
To realize a continuing professional development pilot
trought capability process
based on the integration of enlarged contexts of learning
(social, parental, and intergenerational)
Expected results:
Identify development frameworks (conversion factors)
Define a teacher professional development model
Define and develop a new pre-primary education
policy
References:
•
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