ABSTRACT

We analyse a training proposal in the Degree in Early Childhood Education at the University of Cantabria (Spain), which consists of the elaboration of a critical and collaboratively created dictionary of concepts identified as important by the participating students. Through enquiry projects in which they adopt the role of researchers, they construct new definitions that affirm the plurality of languages and diversity of experiences and knowledge that form part of the school reality. These three enquiry projects allow us to discuss the diverse professional models of early childhood education (the maternalistic assumption, the outcome pedagogy and the critical ecology of the profession). In addition, we describe and analyse the enquiry processes employed with a special focus on listening processes for the different voices (non-directivity or respect for ideas in their interpretation and representation) and the difficulties encountered. Finally, the proposal makes it possible to explore the political and structural implications of teacher training (the theory–practice relationship and the need for an integrated training model).

摘要

我们分析了坎塔布里亚大学（西班牙）幼儿教育学位的培训计划，其中包括对参与学生认为重要的概念进行批判性和协作创建的词典的阐述。通过他们扮演研究人员角色的调查项目，他们构建了新的定义，确认构成学校现实一部分的语言的多样性以及经验和知识的多样性。这三个探究项目使我们能够讨论幼儿教育的不同专业模式（母性假设、结果教育学和专业的批判生态学）。此外，我们描述和分析所采用的探究过程，特别关注不同声音的聆听过程（非定向性或对解释和表示中的想法的尊重）和遇到的困难。最后，该提案使探索教师培训的政治和结构影响成为可能（理论-实践关系和对综合培训模型的需求）。