A proposed analysis of training support in a program based on modelling activities in early childhood education

Abstract

This paper analyzes a training program for improving inclusive teaching practices in early childhood education based on modelling activities in the classroom. The purpose is to understand how trainers offered educational assistance to teachers through the construction of joint activity for transferring control of learning. Based on this analysis, the study also proposes an interpretation of the teachers' education from a socio-constructivist perspective (Coll, 2001) and assumes that modelling is a fundamental activity for learning about teaching (Korthagen, Loughran & Russell, 2006). The methodology is qualitative (Flick, 2004) and is based on a case study (Yin, 2006) of three pairs the teachers. The results show the training potential of the program is linked to: the diversity of activities designed to achieve the individualized goals of improving teacher practice and the support process offered to teachers by the transference of control of their learning. And the possibility of maintaining the training support throughout the entire school year.