Supporting Early Childhood Teachers in Guinea-Bissau

Autor/inn/en	Portugal, Maria Gabriela; Aveleira, Ana Paula
Titel	Supporting Early Childhood Teachers in Guinea-Bissau
Quelle	In: Journal of Early Childhood Teacher Education, 30 (2009) 3, S.210-219 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1090-1027
Schlagwörter	Early Childhood Education; Foreign Countries; Improvement Programs; Teacher Improvement; Teacher Effectiveness; Culturally Relevant Education; Curriculum Guides; Educational Improvement; Performance Factors; Educational Assessment; Educational Indicators; Guinea-Bissau + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Ausland; Effizienzsteigerung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Curriculare Materialien; Teaching improvement; Unterrichtsentwicklung; Leistungsindikator; assessment; Bewertungssystem; Educational indicato; Bildungsindikator
Abstract	This article presents a reflective report on a project aiming to strengthen educators and improve early childhood education in Guinea-Bissau--one of the poorest countries on the African continent, where preschool teachers have no training and have to face several ongoing difficulties. Helping these Guinea-Bissau teachers to focus on curriculum guidelines and process variables, implement possible ways to influence the level of well-being and involvement of children, and reflect on their team's strategies has proved to be a challenging and fruitful task. Teachers have come up with innovations and have felt empowered and more capable. However, to sustain the dynamic activity and functional structure that has been created within the project, an enabling environment is required. This implies political will and commitment. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10