Learn, Teach and Share, Participation in Expanded Educational Communities: Madrid Pikler Seminar as a Practice of Continuing Education between Childhood Professionals

Autor/in	González-Patiño, Javier
Titel	Learn, Teach and Share, Participation in Expanded Educational Communities: Madrid Pikler Seminar as a Practice of Continuing Education between Childhood Professionals
Quelle	In: Digital Education Review, (2018) 33, S.203-216 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2013-9144
Schlagwörter	Seminars; Communities of Practice; Teaching Methods; Meetings; Discussion; Learning Experience; Information Technology; Social Networks; Preschool Teachers; Kindergarten; Foreign Countries; Participatory Research; Educational Technology; Technology Uses in Education; Early Childhood Education; Spain (Madrid) + Suchen Sie Ihr Suchwort? Seminar; Community; Teaching method; Lehrmethode; Unterrichtsmethode; Meeting; Tagung; Diskussion; Lernerfahrung; Informationstechnologie; Social network; Soziales Netzwerk; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Ausland; Forschungstätigkeit; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik
Abstract	This article analyzes an expanded learning experience, expanded in the sense that this experience is mediated by public digital space, in which a very active collective of educators that work with young children strive to improve their professional practice incorporating the pedagogical approaches of Emmi Pikler. Although, initially, the format of this seminar was based on discussion and analysis meetings, a few years back the author and researcher joined to suggest open and connected activities, promoting the use of standard tools of the social web that enable participants to create knowledge before, during and after the sessions; as well as disseminate, debate and recover it afterwards. The interpretation and analysis of this experience showcase the diversity and evolution of the trajectories of participation that take place within this community of practice, and the design of its functional elements and protocols intend to inspire an expanded approach in other learning scenarios. (As Provided).
Anmerkungen	Universitat de Barcelona. Passeig de la Vall d'Hebron 171, Edifici Llevant P3, Barcelona, 08035 Spain. e-mail: der@greav.net; Web site: http://revistes.ub.edu/index.php/der
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01