{"id":19194,"date":"2018-12-12T09:25:39","date_gmt":"2018-12-12T09:25:39","guid":{"rendered":"http:\/\/blogs.ua.pt\/cidtff\/?p=19194"},"modified":"2018-12-12T09:25:39","modified_gmt":"2018-12-12T09:25:39","slug":"chapter-embracing-diversity-in-the-early-years-setting-challenges-and-opportunities-for-teacher-professional-development","status":"publish","type":"post","link":"https:\/\/cidtff.web.ua.pt\/blog\/?p=19194","title":{"rendered":"Chapter | Embracing Diversity in the Early Year\u2019s Setting: Challenges and Opportunities for Teacher Professional Development"},"content":{"rendered":"

\"\"<\/a>M\u00f3nica Louren\u00e7o (CIDTFF) & Ana Isabel Andrade (CIDTFF) | In Responding to Learner Diversity and Learning Difficulties<\/strong><\/p>\n

Segue-se o resumo do cap\u00edtulo, disponibilizado pelas autoras:<\/p>\n

In a globalized world characterized by unprecedented technological evolution, mobility and migration, teachers face new and unexpected challenges. Amongst these challenges are the need to keep pace with rapidly developing knowledge areas and approaches to children\u2019s learning and assessment, to use new technologies, to promote equality and social justice, and to respond effectively to children with different linguistic and sociocultural backgrounds (Darling-Hammond & Lieberman, 2013; Kaur, 2012; Schleicher, 2012). Considering these demands, it is necessary to support teachers in managing and responding to student diversity. In addition, given the homogeneous profile that still characterizes the teaching profession (Patrick, Macqueen, & Reynolds, 2014), developing more adequate teaching practices is also a priority. This can be carried out through teacher education programs that introduce teachers to plurilingual and intercultural approaches, such as awakening to languages (Candelier et al., 2007).<\/p>\n

Against this background, this chapter aims to understand how a teacher education program, organized around the concept of awakening to languages, contributed to the professional development of a group of nineteen experienced preschool teachers in Portugal. The program used an innovative model to educate in-service teachers for diversity. Teachers used an action research-type methodology that prompted design, experimentation and analysis of plurilingual activities. Data was collected from teachers\u2019 personal reflections written at the end of the program, and submitted to qualitative content analysis.<\/p>\n

ver mais<\/a><\/p>\n

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Refer\u00eancia:<\/strong>
\nM\u00f3nica Louren\u00e7o (CIDTFF) & Ana Isabel Andrade (CIDTFF) (2018). Embracing Diversity in the Early Year\u2019s Setting: Challenges and Opportunities for Teacher Professional Development. In Dennis Conrad & Stacey Blackman (eds.), Responding to Learner Diversity and Learning Difficulties<\/em>. Charlotte, NC: Information Age Publishing. Retrieved from: https:\/\/www.infoagepub.com\/products\/Responding-to-Learner-Diversity-and-Learning-Difficulties<\/p>\n","protected":false},"excerpt":{"rendered":"

M\u00f3nica Louren\u00e7o (CIDTFF) & Ana Isabel Andrade (CIDTFF) | In Responding to Learner Diversity and Learning Difficulties Segue-se o resumo do cap\u00edtulo, disponibilizado pelas autoras: In a globalized world characterized by unprecedented technological evolution, mobility and migration, teachers face new and unexpected challenges. Amongst these challenges are the need to keep pace with rapidly developing […]<\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"footnotes":""},"categories":[14,35,5],"tags":[],"class_list":["post-19194","post","type-post","status-publish","format-standard","hentry","category-destaques","category-livros-capitulos","category-publicacoes"],"aioseo_notices":[],"aioseo_head":"\n\t\t\n\t\n\t\n\t\n\t\n\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t