Educación infantil y calidad docente

Revisión de la literatura especializada

Autores

  • Julia Rodríguez-Carrillo Universidad de Córdoba
  • Rosario Mérida-Serrano Universidad de Córdoba
  • Mª Elena González Alfaya Universidad de Córdoba

DOI:

https://doi.org/10.37467/revhuman.v11.4027

Palavras-chave:

Educación Infantil, Calidad docente, Identidad docente, Desarrollo profesional, Formación docente, Revisión de la literatura

Resumo

Es escasa la investigación sobre las competencias necesarias para educar eficazmente en los primeros años de vida, y sobre los factores que influyen en la adquisición de una identidad docente de calidad para trabajar en Educación Infantil (EI). Los resultados de la presente revisión integradora apuntan que (1) el profesorado excelente de EI atiende a la diversidad de su alumnado, (2) las comunidades de práctica contribuyen a la adquisición de una identidad docente excelente, y (3) ciertas deficiencias en los programas de formación docente y determinados factores contextuales obstaculizan un desempeño docente excelente.

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2022-12-15

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Rodríguez-Carrillo, J., Mérida-Serrano, R. ., & González Alfaya, M. E. (2022). Educación infantil y calidad docente: Revisión de la literatura especializada. HUMAN REVIEW. International Humanities Review / Revista Internacional De Humanidades, 13(2), 1–19. https://doi.org/10.37467/revhuman.v11.4027

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v. 13 n. 2 (2022): Monografía: "Novos idiomas de ensino"

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Artigos de pesquisa (monográfico)

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