Mostrar el registro sencillo del ítem
Professional learning communities in early childhood in Chile
dc.contributor.author | Guerra, Paula | |
dc.contributor.author | Rodriguez, Mery | |
dc.contributor.author | Zañartu, Carola | |
dc.date.accessioned | 2020-11-10T18:04:54Z | |
dc.date.available | 2020-11-10T18:04:54Z | |
dc.date.issued | 2020-10 | |
dc.identifier | 10.1590/198053146858 | |
dc.identifier.issn | 01001574 | |
dc.identifier.uri | https://hdl.handle.net/20.500.12728/7168 | |
dc.description.abstract | An alternative for teacher professional development is Professional Learning Communities (PLC), a space highly valued and supported by evidence. An area rarely addressed are the contextual and institutional factors associated with PLCs. In order to investigate them, two PLCs composed of early childhood teachers were analyzed. Through a case study, teachers and institutional representatives were interviewed, as a group and individually. The findings highlight management, process coordination, vision and strategic planning as relevant aspects, along with reflective processes that accompany the evolution of PLCs. The convergences and divergences of both cases are discussed, as well as the theoretical and practical implications. | es_ES |
dc.language.iso | es | es_ES |
dc.publisher | Fundacao Carlos Chagas | es_ES |
dc.subject | Continuing Education | es_ES |
dc.subject | Cooperation | es_ES |
dc.subject | Preschool Education | es_ES |
dc.subject | Teaching Profession | es_ES |
dc.title | Professional learning communities in early childhood in Chile | es_ES |
dc.title.alternative | Communautes d’apprentissage professionnel en education prescolaire au Chili | es_ES |
dc.title.alternative | Comunidades profissionais de aprendizagem em educação pré-escolar no Chile | es_ES |
dc.title.alternative | Comunidades profesionales de aprendizaje en educación parvularia en Chile | es_ES |
dc.type | Article | es_ES |