The Construction of the Pedagogical Space from the Narratives of the Early Childhood Education Teachers
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| Title: | The Construction of the Pedagogical Space from the Narratives of the Early Childhood Education Teachers |
|---|---|
| Language: | English |
| Authors: | Antonio Giner-Gomis, Marcos Jesús Iglesias-Martínez, Inés Lozano-Cabezas (ORCID |
| Source: | Qualitative Research in Education. 2024 13(2):83-101. |
| Availability: | Hipatia Press. Claramunt, 4, Local 2 08030, Barcelona, Spain. Tel: +34-93-302-1226: e-mail: info@hipatiapress.com; Web site: https://hipatiapress.com/hpjournals/index.php/ijep/ |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Preschool Education |
| Descriptors: | Preschool Teachers, Early Childhood Education, Child Safety, Teacher Attitudes, Personal Narratives, Educational Facilities Design, Educational Environment, Space Utilization, Foreign Countries |
| Geographic Terms: | Spain |
| ISSN: | 2014-6418 |
| Abstract: | Environments or learning spaces in school classrooms contribute to the improvement of educational processes. Specifically, in the Early Childhood Education, teachers can design learning spaces, which fosters an environment of safety and autonomy for the students of the Early Childhood Education. This study explores the teachers' narratives concerning the meanings they assign to the school space, the criteria by which they design and transform it, and its connection to model of educational. We have collected 34 stories of pre-primary education teachers through a semi-structured interview in which they had to reflect on this pedagogical design. As most relevant result we identify a model sustained under constructivist or cognitive criteria, rather than a dialogical one. We conclude that this epistemological perspective of the construction of the school environment should be oriented towards a more participatory and co-constructed model of the educational space. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1433613 |
| Database: | ERIC |
| Abstract: | Environments or learning spaces in school classrooms contribute to the improvement of educational processes. Specifically, in the Early Childhood Education, teachers can design learning spaces, which fosters an environment of safety and autonomy for the students of the Early Childhood Education. This study explores the teachers' narratives concerning the meanings they assign to the school space, the criteria by which they design and transform it, and its connection to model of educational. We have collected 34 stories of pre-primary education teachers through a semi-structured interview in which they had to reflect on this pedagogical design. As most relevant result we identify a model sustained under constructivist or cognitive criteria, rather than a dialogical one. We conclude that this epistemological perspective of the construction of the school environment should be oriented towards a more participatory and co-constructed model of the educational space. |
|---|---|
| ISSN: | 2014-6418 |
