Collaborative action research as a strategy for continuing professional development in nurseries

Abstract

Studies have identified that Brazilian early childhood teachers are unaware of child development enough to improve children's oral language. In addition, research has shown that there are few public institutions in Brazil which support regular ongoing teacher education to enable teachers to offer quality programs to low-income children. This paper analyzes the results of a collaborative action-research conducted in four preschools in the outskirts of São Paulo. It sought to reflect on the impact of collaborative action-research on teacher education and children's learning.