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Chiara Urbani Academic Year 2013/2014 Phd in Science of Cognition and Education

Enlarged contexts of learning in pre-primary education for teachers’ professional development Learning in informal contexts to promove learnfare perspective. Chiara Urbani Academic Year 2013/2014 Phd in Science of Cognition and Education University Ca’ Foscari Venice.

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Chiara Urbani Academic Year 2013/2014 Phd in Science of Cognition and Education

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  1. Enlarged contexts of learning in pre-primary education for teachers’ professional developmentLearning in informal contexts to promove learnfare perspective Chiara Urbani Academic Year 2013/2014 Phd in Science of Cognition and Education University Ca’ Foscari Venice

  2. The european framework of Pre-school education-1 • Youth on the move: • At Ue level: “promote the recognition of non-formal and informal learning” • At National level: Promote: “...efficient investment in education and training systems at all levels (pre-school to tertiary)” and “... improve educational outcomes, addressing each segment (pre-school, primary, secondary, vocational and tertiary) within an integrated approach, encompassing key competences and aiming at reducing early school leaving; 2 European models (OCSE-Eurydice, 2009) European policy to improvement for education and training systems ( Smart,sustainable and inclusive growth, COM 2020) European Training 2020: “…LLL [...] is designed to cover learning in all contexts — whether formal, non-formal or informal — and at all levels: from early childhood education and schools through to higher education, vocational education and training and adult learning” “... Educational disadvantage should be addressed by providing high quality early childhood education and targeted support, and by promoting inclusive education” [Council conclusions of 12 May 2009 on a strategic framework for European cooperation in education and training ( ET 2020 ) Integrated Disjointed Early childhood education services (child care) Pre-primary school (early education)

  3. The european framework of Pre-school education-2 Fig.1. Enrolment of 0-3 year-olds in child care Fig.2. Enrolment of 4 year-olds in early education Fig.3. Enrolment of 3-6 year-olds in early education 0-3 year-olds 4 year-olds 3-6 year-olds Average in OCSE Average in Italy

  4. ...to most recent policies: What’s the actual perspective? Head start (HS) USA 1965 casda Early years evaluation (EYE) Canada 1971 I servizi educativi per la prima infanzia a carattere innovativo IRER Lombardia 2004 from experiences in WELFARE STATE setting The child care transition; A league table of early childhood education and care in economically advanced countiries Report card UNICEF 2008 Early Childhood Education and Care in Europe: Tackling Social and Cultural Inequalities OCSE-Eurydice 2009 A strategy for smart, sustainable and inclusive growth Europe COM (2010a) 2020 Status and pedagogical task of preschool to be strengthened Sweden 2011 Il lavoro educativo con la prima infanzia. Tra progetto pedagogico e scelte organizzative Università Milano-Bicocca 2008

  5. New frontiers emerging from policiesPolicies do not determine the behavior BUT: Contradictory results on the long term effects (Unicef Report card, 2008) Prevention of discomfort and socio-cultural disadvantage: pre-school education as insurance for life? (Head Start, 1965-2005; Carolina Abecedarian Project, 1972, Perry Pre-school Project, 1962-2006; Effective Provision of Pre-school Education, 2003, OCSE- Starting Strong II, 2006; OCSE-Eurydice, 2009;) Conciliation female employment/ maternal role: reduce public spending and encourage the work re-integration? (Unicef Report card, 2008; OCSE-Eurydice, 2009;) BUT: No evidence of actual correlation (OCSE-Eurydice, 2009, Pfau-Effinger, 2010) Enhancing school learning prerequisites: to facilitate the transition from child to pupil? (OCSE 2006-2009; G.S. Becker, Human capital, 1964) The benefits of early socialization: the “wrong myth” (OCSE, 2006-2009) Qualification of educational relationship (UNICEF Report Card 8, 2008) BUT: Too many variables (Unicef Report card, 2008) BUT: Different needs... individualized respons (IRER Piemonte, 2004) BUT: The response of the Neurosciences (Harvard Research,2007; National Research Council, Washington D.C., 2000, 2001) • SOCIAL point of view • EDUCATIVE point of view

  6. Critical issues Releasing personal dimension with its employability translation The personalization of welfare: Transition to flexibile and innovative systems of learnfare (Margiotta, 2012) Umanizing re-foundation: The individual Agency (Costa, 2011, 2012) Sen,1999; Nussbaum, 2011 Development (personal and professional) as like... “...personal freedom to choose the life that give value” How? Trought integrated relationships emerging from enlarged contexts of learning: social (parental and intergenerational) interacting and professional (community of practice) contexts.

  7. Life-long training and professional development of pre-school teachers Initial – Induction - Continuing Professional development TALIS The italian framework • Early childhood services educator • Pre-school teacher Proposal for a planning of the new profiles

  8. Professional development in capability approach The value over the COMPETENCE APPROACH Not just...teacher’s reflexive and transformative competence CAPABILITY APPROACH ...to: support capabilities development and qualify a new participatory idea of professional teacher’s development • Freedom to act and freedom to... achieve (Sen, 1999) • Capabilites and functionings(Sen, 1999; Nussbaum, 2012) • Conversion factors • The device of transformative reflexivity(Mezirow, 2003)

  9. Functionings of life Fine functionings No-functionings Opportunities/ Conditions to build capability to realize... as FREEDOM TO CHOOSE between DIFFERENT ALTERNATIVES (FREEDOM OF AGENCY) CONVERSION factors (Social, political etc.) COMBINED capacities Environment factors es. education (Nussbaum, 2000) INTERNAL capacities Entitelements Resources Provisions INNATE capacities

  10. The research setting Research question: Find correlation between: Teacher professional development & capability process For a new define of pre-school educational policies A new plan for teacher professional development looking for value beyond the competence/skill trought personal agency for capability empowerment Hypoteses: Conversion factors: 1.Resourcesframework Continuing training International and professional mobility Institutional, regulatory, contractual guaranteesContractual provisionsCareer plansProfessional recognitionNational Guidelines for the over-all pre-school education 2.Institutional and regulatory framework 3.Organisational and processing framework Professional Communities of PracticeCollegialityIntra- and extra- school relational contexts (parentaland intergenerational) 4.Other available resources (latent resources) Informal learning contextsNetworks (intra- and extra- curricular)Social contexts of local governance

  11. Objectives: aIdentify areas of competences of the professional development in pre-school education: - Early childhood care services (child care) - Pre-school education (early education) Methods: Mixed studies: quali-quantitative Quantitative study Qualitative study • Questionnaires on self-perception skills • Qualitative semi-structured interview • Participant observation by action research To realize a continuing professional development pilottrought capability processbased on the integration of enlarged contexts of learning(social, parental, and intergenerational) Expected results: Identify development frameworks (conversion factors) Define a teacher professional development model Define and develop a new pre-primary education policy

  12. References: • ANNALI PUBBLICA AMMINISTRAZIONE (2008), Sviluppo Professionale degli insegnanti, Periodici Le Monnier, Firenze. • COMMISSIONE EUROPEA (2009), Rapporto Eurydice, Educazione e cura della prima infanzia in Europa: ridurre le disuguaglianze sociali e culturali, Agenzia esecutiva per l’istruzione, gli audiovisivi e la cultura, Bruxelles. • COMUNICAZIONE DELLA COMMISSIONE EUROPA 2020, Una strategia per una crescita intelligente, sostenibile e inclusiva, COM (2010a) 2020 definitivo. Bruxelles, 3.3.2010. Web: http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=COM:2010:2020:FIN:IT:PDF. • COMMISSIONE EUROPEA, UNITÀ EUROPEA E-TWINNING (2011). eTwinning Report. Sviluppo professionale degli insegnanti: uno studio sulla pratica attuale, in: http://www.etwinning.net/shared/data/etwinning/booklet/eTwinning_report_2010/IT_eTwinning_Report_2011.pdf • COSTA M. (2012a), Criticità e opportunità di sviluppo professionale del docente nei primi anni di carriera in Italia, in Formazione & Insegnamento, Vol. 3 (pp. 42-58). • COSTA M. (2012b), Agency Formativa per il nuovo learnfare, in: Formazione e Insegnamento, Rivista del Dipartimento di Filosofia e Beni culturali dell’ Università Ca’Foscari, Venezia. • EISENSHMIDT E. (2006), Novice teachers as members of professional learning communities, In: Education-line: European Conference on Educational Research, University of Geneva, 13-15 September 2006. Leeds: University of Leeds, 2006, 1 - 11. • FABBRI L. (2008), Ilgenitore riflessivo. La costruzione narrativa del sapere e delle pratiche genitoriali, Rivista Italiana di Educazione Familiare, n. 1 - 2008, pp. 45-55. • IRER (2004), I servizi educativi per la prima infanzia a carattere innovativo, Consiglio Regionale della Lombardia, Milano. • KITCHENHAM A. (2008), The Evolution of John Mezirow’s Transformative Learning Theory,Journal of Transformative Education, University of Northern British Columbia Press, April2008, 6: 104-123. • L. CUDDAPAH J., D.CLAYTON C. (2011), Using Wenger's Communities of Practice to Explore a New Teacher Cohort, Journal of Teacher Education, American Association of Colleges for Teacher Education, SAGE, Baltimora, 62:62 in: • http://jte.sagepub.com/content/62/1/62. • MARGIOTTA U. (2012), Educazione e formazione dopo la crisi del welfare, in Baldacci M., Frabboni F., Margiotta U., Longlife/Longwide learning. Per un Trattato Europeo della Formazione, Bruno Mondadori Editore, Milano. • MEZIROW J. (1998), Learning as transformation. Critical perspectives on a theory in progress, Jossey-Bass Publishers, San Francisco CA 2000, tr. it. Apprendimento e trasformazione. Il significato dell’esperienza e il valore della riflessione nell’apprendimento degli adulti, Raffaello Cortina Editore, Milano 2009. • MIUR (2012), Indicazioni nazionali per il curricolo della scuola dell’infanzia e del primo ciclo d’istruzione, Roma, 4 settembre 2012. • OECD (2009), Early Childhood Education and Care, in: Education Today: the OECD Perspective, OECD 2009. Tr. it. Capitolo 1. Educazione e cura della prima infanzia, in Education Today: the OECD Perspective, OECD. • OECD (2010), Development an analysis of teachers’ professional development based on the OECD’s Teaching and Learning International Survey (TALIS). Office for Official Publications of the European Union, Luxembourg. • OECD (2011), Building a High-Quality Teaching Profession. Office for Official Publications of the European Union, Luxembourg. • ORSI M.( 2006), A scuola senza zaino. Il metodo del curricolo globale per una scuola comunità, Centro Studi Erickson, Milano. • SEN A. (1999), Development as Freedom, Oxford University Press; tr. it. Lo sviluppo è libertà. Perchè non c’è crescita senza democrazia, Mondadori, Milano 2000 (2012). • STRIANO M. (2001), La razionalità riflessiva nell’agire educativo, Liguori Editore, Napoli. • WENGER E. (1998), Communities of practice. Learning, meaning and identity, Cambridge University Press, tr. it. Comunità di pratica. Apprendimento, significato e identità, Cortina Editore, Milano 2007 (2009).

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