TEACHER TRAINING, PROFESSIONAL KNOWLEDGE AND EDUCATIONAL PRACTICES: THE QUALITY OF EARLY CHILDHOOD EDUCATION
DOI:
https://doi.org/10.21814/rpe.3004Abstract
The article focuses the professional knowledge that permeates the educational practices of teachers of Early Childhood Education in Brazil, who participated in the In-service Training Program “Escola em Movimento: Saberes e Fazeres em Cena”. It emphasizes that the increase in the quality indicators of education presupposes the existence of public policies directed to the monitoring of such indicators, the managers’ and teachers’ training and the offer and maintenance of conditions that enable the teaching and learning
processes.
Keywords
Teacher training; Professional knowledge; Educational practices; Quality indicators of education
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