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Enhancing Early Childhood Education: Strategies and Opportunities for Teacher Development

The OECD Network on Early Childhood Professional Development and Quality highlights effective strategies for improving teacher training in early childhood education, specifically for educators working with children aged 0-6. It emphasizes the need for continuous training, collaboration with local authorities, professional certification, and mandatory in-service education. The project focuses on enhancing teaching practices through quality evaluation strategies, providing resources, and sharing effective case studies. Teachers are encouraged to pursue postgraduate studies for career advancement and receive support through grants for professional development.

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Enhancing Early Childhood Education: Strategies and Opportunities for Teacher Development

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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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