Educator´s reflection on pedagogical practices changes

Luise Zinke, Ana Rita Russo de Sánchez, Angela Victoria Vera Marquez

Resultado de la investigación: Contribución a RevistaArtículo

Resumen

This study investigates early childhood educators’ perception about changes generated in their pedagogical practice in the dimensions of knowing, being and doing, after participating in a training process focused on emotional education and psychoaffective child development in Colombia. In order to understand how pedagogical practices had changed after their participation in the Program´s training, a qualitative research was conducted, applying qualitative questionnaires and semi- structured interviews with 50 educators participating in the training. Results indicate positive changes in theoretical and didactical knowledge, sensitivity to children, as well as professional and personal satisfaction. Participants appreciated especially the training’s focus on their own emotional dimension and the recognition of their history, since they feel a high emotional charge considering the combination of the children’s situations they experience during their work, as well as their own personal background. The results of the study show the need to keep in mind the dimensions being, knowing and doing during the training process of educators, in order to allow a profound understanding of theoretical concepts and practical implications. At the same time, the results raise the question of an ongoing psychological and educational support for educators, in order to allow a permanent reflection of their own emotional reactions to the difficult situations they face in their work, and thus achieve an improvement in their teaching practice.
Idioma originalEnglish (US)
Páginas (desde-hasta)132-155
Número de páginas23
PublicaciónRevista Brasileira de Educação de Jovens e Adultos
Volumen4
N.º7
EstadoPublished - 2016

Huella dactilar

educator
Colombia
teaching practice
qualitative research
training program
childhood
participation
questionnaire
history
interview
education
experience

Citar esto

Zinke, L., Russo de Sánchez, A. R., & Vera Marquez, A. V. (2016). Educator´s reflection on pedagogical practices changes. Revista Brasileira de Educação de Jovens e Adultos, 4(7), 132-155.
Zinke, Luise ; Russo de Sánchez, Ana Rita ; Vera Marquez, Angela Victoria. / Educator´s reflection on pedagogical practices changes. En: Revista Brasileira de Educação de Jovens e Adultos. 2016 ; Vol. 4, N.º 7. pp. 132-155.
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title = "Educator´s reflection on pedagogical practices changes",
abstract = "This study investigates early childhood educators’ perception about changes generated in their pedagogical practice in the dimensions of knowing, being and doing, after participating in a training process focused on emotional education and psychoaffective child development in Colombia. In order to understand how pedagogical practices had changed after their participation in the Program´s training, a qualitative research was conducted, applying qualitative questionnaires and semi- structured interviews with 50 educators participating in the training. Results indicate positive changes in theoretical and didactical knowledge, sensitivity to children, as well as professional and personal satisfaction. Participants appreciated especially the training’s focus on their own emotional dimension and the recognition of their history, since they feel a high emotional charge considering the combination of the children’s situations they experience during their work, as well as their own personal background. The results of the study show the need to keep in mind the dimensions being, knowing and doing during the training process of educators, in order to allow a profound understanding of theoretical concepts and practical implications. At the same time, the results raise the question of an ongoing psychological and educational support for educators, in order to allow a permanent reflection of their own emotional reactions to the difficult situations they face in their work, and thus achieve an improvement in their teaching practice.",
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Zinke, L, Russo de Sánchez, AR & Vera Marquez, AV 2016, 'Educator´s reflection on pedagogical practices changes', Revista Brasileira de Educação de Jovens e Adultos, vol. 4, n.º 7, pp. 132-155.

Educator´s reflection on pedagogical practices changes. / Zinke, Luise; Russo de Sánchez, Ana Rita; Vera Marquez, Angela Victoria.

En: Revista Brasileira de Educação de Jovens e Adultos, Vol. 4, N.º 7, 2016, p. 132-155.

Resultado de la investigación: Contribución a RevistaArtículo

TY - JOUR

T1 - Educator´s reflection on pedagogical practices changes

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AU - Russo de Sánchez, Ana Rita

AU - Vera Marquez, Angela Victoria

PY - 2016

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N2 - This study investigates early childhood educators’ perception about changes generated in their pedagogical practice in the dimensions of knowing, being and doing, after participating in a training process focused on emotional education and psychoaffective child development in Colombia. In order to understand how pedagogical practices had changed after their participation in the Program´s training, a qualitative research was conducted, applying qualitative questionnaires and semi- structured interviews with 50 educators participating in the training. Results indicate positive changes in theoretical and didactical knowledge, sensitivity to children, as well as professional and personal satisfaction. Participants appreciated especially the training’s focus on their own emotional dimension and the recognition of their history, since they feel a high emotional charge considering the combination of the children’s situations they experience during their work, as well as their own personal background. The results of the study show the need to keep in mind the dimensions being, knowing and doing during the training process of educators, in order to allow a profound understanding of theoretical concepts and practical implications. At the same time, the results raise the question of an ongoing psychological and educational support for educators, in order to allow a permanent reflection of their own emotional reactions to the difficult situations they face in their work, and thus achieve an improvement in their teaching practice.

AB - This study investigates early childhood educators’ perception about changes generated in their pedagogical practice in the dimensions of knowing, being and doing, after participating in a training process focused on emotional education and psychoaffective child development in Colombia. In order to understand how pedagogical practices had changed after their participation in the Program´s training, a qualitative research was conducted, applying qualitative questionnaires and semi- structured interviews with 50 educators participating in the training. Results indicate positive changes in theoretical and didactical knowledge, sensitivity to children, as well as professional and personal satisfaction. Participants appreciated especially the training’s focus on their own emotional dimension and the recognition of their history, since they feel a high emotional charge considering the combination of the children’s situations they experience during their work, as well as their own personal background. The results of the study show the need to keep in mind the dimensions being, knowing and doing during the training process of educators, in order to allow a profound understanding of theoretical concepts and practical implications. At the same time, the results raise the question of an ongoing psychological and educational support for educators, in order to allow a permanent reflection of their own emotional reactions to the difficult situations they face in their work, and thus achieve an improvement in their teaching practice.

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Zinke L, Russo de Sánchez AR, Vera Marquez AV. Educator´s reflection on pedagogical practices changes. Revista Brasileira de Educação de Jovens e Adultos. 2016;4(7):132-155.