Network on Early Childhood Education and Care

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7th MEETING OECD NETWORK ON EARLY
CHILDHOOD PROFESSIONAL DEVELOPMENT AND
QUALITY ALEXANDRA MARQUES LILIANA MARQUES
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Teacher profile
DIMENSIONS COMPETENCIES
Profissional and ethics Encourages the development of students' autonomy and their full inclusion in society, taking into account the complex and differentiated the learning process
Development of teaching and learning Promotes meaningful learning in the context of the objectives of the class curriculum, developing core competencies
Participation in school Promotes interactions with families, particularly in the context of life projects and training of their students
Professional development and training Reflect on their practices, relying on experience, research and other resources relevant to the assessment of their professional development, particularly in their own training project
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Starting point early childhood education degree
Teachers career different for professionals
working in 0-3 services or in 3-6 services
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• Pre-school teachers career
• The same working conditions and remuneration
  levels
• than primary and secondary teachers
• Progress according to their professional
  evaluation
• (including supervised practice) and development
• (including in-service education and training)

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• Auxiliary staff
• Employment and management is now under the
• responsibility of local authorities.
• Education secondary (12 years) no specific
  initial
• training.
• Professional certification through specific
  programmes
• of recognition and validation of professional
• competencies (new opportunities centres)

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• Continuous training of pre-school teachers
• Different lengths and formats (workshops,
• projects, courses).
• Continuous training is mandatory (25 hours per
• school year) must be relevant school project.

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• 50 of the training must be specific for ECEC.
• Training provided by training centres or central
• services of the Ministry of Education (when
  new
• guidelines or documents are published).
• Some subject areas of training are co-financed
  by
• European funds.

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• Post-graduate studies
• Teachers doing Master and PhD studies may reach
  upper career levels in less years
• Teachers can apply for
• a period of time without teaching to improve
  qualification (full salary)
• grants provided by the Ministry of Science,
  Technology and Higher Education

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• Strategies for improving teaching practice
• Booklets for pre-school teachers support guides
• for implementing curriculum guidelines of
  pre-school
• education
• Mathematics
• Oral and Written Language
• Experimental Science
• Art and Musical Expression
• Provide training of trainers 700 teachers
  (In-service training).

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Project Developing Quality in Partnerships - DQP
Effective Early Learning - EEL

• Develop an effective strategy to better evaluate
  and improve the quality of learning.
• Implement a collaborative, systematic and
  rigorous process of self-evaluation, externally
  supported and validated.
• Train 250 teachers trainers (In-service
  training).
• Disseminate the Evaluation Model

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• DQP booklets
• Developing Quality in Partnerships (DQP) - case
  studies
• examples of how to use instruments provided by
  the handbook
• adaptation to the Portuguese context
• Developing Quality in Partnerships (DQP)
  Handbook
• contains a theoretical background and instruments
  for quality evaluation and assessment
• Books describing projectwork, based on child
  listening