ABSTRACT

Workplace-based experiences are considered centrally relevant in the professional preparation of prospective teachers. In spite of this, few studies have focused on the assessment of workplace-based learning (WBL) in early childhood education (ECE). This study aims to examine pathways of professional learning of students attending an ECE professional Master programme in Portugal, based on an authentic and participatory approach to assessment. A cohort of 62 students participated in this exploratory study. Data were collected through an assessment grid organised in four domains (observation, planning, action and reflection) and 25 dimensions, in two moments: interim regulatory assessment and final assessment. Key findings point to statistically significant differences between the two moments, showing the progress of students at the level of competences in all domains and dimensions. Results allow to identify tendencies on students’ learning pathways in core domains of professionalism and represent an input for understanding the effectiveness of the ECE professional Master programme.

摘要

工作场所的经验被认为与未来教师的专业准备密切相关。尽管如此，很少有研究关注早期儿童教育 (ECE) 中基于工作场所的学习 (WBL) 的评估。本研究旨在基于真实和参与性的评估方法，研究在葡萄牙参加 ECE 专业硕士课程的学生的专业学习途径。共有 62 名学生参加了这项探索性研究。数据是通过在四个领域（观察、规划、行动和反思）和 25 个维度中组织的评估网格在两个时刻收集的：临时监管评估和最终评估。主要发现指出两个时刻之间的统计显着差异，显示学生在所有领域和维度的能力水平上的进步。结果允许确定学生在专业核心领域的学习途径的趋势，并代表了解 ECE 专业硕士课程有效性的输入。