Professions in Dialogue: Joint Training as a Means of Ensuring Educational Continuity
DOI:
https://doi.org/10.15160/2038-1034/3243Keywords:
educational continuity, training, ECEC integrated system 0-6, learning communities, participatory action research for professional developmentAbstract
This paper reports the findings of participatory action-research and professional development pathways carried out in Emilia-Romagna with the aim of fostering exchanges among early childhood educators and pre-/primary school teachers within the framework of the integrated 0-6 system. Joint in-service training initiatives emerge as a strategic lever for promoting educational continuity, pedagogical coherence and shared responsibility, whilst encouraging dialogue among diverse professional cultures. Such initiatives involved discussion, mutual observation, documentation and shared reflection on practices, bringing to light key educational themes such as children’s autonomy, space arrangements and routines, inclusion of diversity, which influence and are influenced by different underlying images of the child. The results highlight processes of decentralisation, review of practices and mutual recognition, through which the vision of continuity as a process to be built together is consolidated. Interprofessional development thus emerges as a space for reflection and transformation, capable of influencing professional identities and organisational cultures, thereby strengthening a broad and integrated educational community
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