An exploration of the teacher-as-researcher concept in contemporary early childhood education pedagogies
DOI:
https://doi.org/10.29352/mill029e.23818Keywords:
early childhood education, teacher-researcher, curriculum models, teachers’ professional knowledgeAbstract
Introduction: Currently, there are high quality curricular and praxeological proposals for Early Childhood Education. The role of practitioner research in the construction of these proposals is relevant to support the discussion about the quality of practices and to support teacher education.
Objetives: To analyze three contemporary socio-constructivist proposals for Early Childhood Education, acknowledged by their quality, and identify indicators of relevance and potential of the existing perspective of an teacher-researcher.
Methods: The selection of the three proposals, Experiential Education, Reggio Emilia Approach and Pen Green Center, resulted from the crossing of different criteria: inclusion as one of the five perspectives of Early Childhood Education highlighted by the OECD, acknowledgment as a curricular model implementing a pedagogy of participation, and available access to documentation relevant to the topic under review. The analysis focused studies and documents for each of the perspectives to identify ways in which practitioner research was present in the activities and values of each of the three perspectives.
Results: The results reveal different appropriations and focuses in each perspective, coming together in a favorable arena for Early Childhood Education to be (re)constructed by its professionals.
Conclusion: Quality in Early Childhood Education includes the participation of its professionals in the construction of practices. There are different ways in which this has happened. The inclusion of the perspectives and their appropriation of the idea of a teacher-researcher are relevant for Early Childhood Teacher Education, particularly in their diversity.
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