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7th MEETING OECD NETWORK ON EARLY CHILDHOOD PROFESSIONAL DEVELOPMENT AND QUALITY

7th MEETING OECD NETWORK ON EARLY CHILDHOOD PROFESSIONAL DEVELOPMENT AND QUALITY ALEXANDRA MARQUES LILIANA MARQUES. Teacher profile. Starting point: early childhood education degree Teachers career: different for professionals working in 0-3 services or in 3-6 services.

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7th MEETING OECD NETWORK ON EARLY CHILDHOOD PROFESSIONAL DEVELOPMENT AND QUALITY

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  1. 7th MEETING OECD NETWORK ON EARLY CHILDHOOD PROFESSIONAL DEVELOPMENT AND QUALITY ALEXANDRA MARQUES LILIANA MARQUES

  2. Teacher profile

  3. Starting point: early childhood education degree Teachers career: different for professionals working in 0-3 services or in 3-6 services

  4. Pre-school teacherscareer • The same working conditions and remuneration levels • than primary and secondary teachers • Progress according to their professional evaluation • (including supervised practice) and development • (including in-service education and training)

  5. Auxiliary staff • Employment and management is now under the • responsibility of local authorities. • Education: secondary (12 years); no specific initial • training. • Professional certification through specific programmes • of recognition and validation of professional • competencies (new opportunities centres)

  6. Continuous training of pre-school teachers • Different lengths and formats (workshops, projects, courses). • Continuous training is mandatory (25 hours per school year); must be relevant school project.

  7. 50% of the training must be specific for ECEC. • Training provided by training centres or central services of the Ministry of Education (when new guidelines or documents are published). • Some subject areas of training are co-financed by European funds.

  8. Post-graduate studies • Teachers doing Master and PhD studies may reach upper career levels in less years • Teachers can apply for: • a period of time without teaching to improve qualification (full salary) • grants provided by the Ministry of Science, Technology and Higher Education

  9. Strategies for improving teaching practice • Booklets for pre-school teachers –support guides for implementing curriculum guidelines of pre-school education: • Mathematics • Oral and Written Language • Experimental Science • Art and Musical Expression • Provide training of trainers: 700 teachers (In-service training).

  10. Project Developing Quality in Partnerships - DQP Effective Early Learning - EEL • Develop an effective strategy to better evaluate and improve the quality of learning. • Implement a collaborative, systematic and rigorous process of self-evaluation, externally supported and validated. • Train 250 teachers’ trainers (In-service training). • Disseminate the Evaluation Model

  11. DQP booklets • Developing Quality in Partnerships (DQP) - case studies: • examples of how to use instruments provided by the handbook • adaptation to the Portuguese context • Developing Quality in Partnerships (DQP) Handbook: • contains a theoretical background and instruments for quality evaluation and assessment • Books describing projectwork, based on child listening

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