IPL/IDI&CA2023/Red(E)Prac_ESELx | [Red(E)Prac] Red(E)Prac – Formação e Investigação em Educação de Infância

Literature in the field of educator/teacher training has been highlighting practicum as a fundamental component in the construction of teaching professionalism (Flores et al., 2009; Friães et al., 2020), considereing supervision as one of the factors that most influences the quality of learning of the future educator/teacher during this period. This process requires from the trainers directly involved in it (institutional supervisor and cooperating supervisor) specific knowledge, time to support and guide the intern's learning path, specialized training to perform the role and a framework for training and supervision that clarifies the roles of the triad members, supports communication between them and suggests ways to overcome inevitable challenges and difficulties in such a demanding training context (Zeichner, 2010). The study carried out by Ruz (2023) highlights the importance of establishing relationships between peers to share practices and the need for spaces for peer monitoring, observation and feedback. The results of the study by Navarro and Norambuena (2023) also support the dialogical nature of the construction of knowledge triggered by network participation. In this sense, the project's central objective is to design a collaborative network within the scope of training leading to professional qualifications for teaching in pre-school education, with a focus on practicum, and based on empirical evidence. It is based on the assumption, supported by literature, that this collaborative network is a device that facilitates the promotion of collaboration between the different actors involved in the practice (supervisors, cooperating advisors and stakeholders), constituting a space favorable to cooperation and knowledge sharing (Feiman-Nemser, 2008; Hargreaves & Fulan, 2012; Bolívar, 2011). Considering its purposes, the project will take place in three phases: in the 1st phase, a systematic literature review and documentary analysis will be carried out; in the 2nd phase, interviews will be carried out (individual and focus group) and a questionnaire will be constructed and applied; in the 3rd phase, the collaborative network will be designed and the results will be disseminated. The main result is the construction of a collaborative network proposal, supported by empirical evidence, and adjusted to the practicum operating models of the three participating HEIs and the needs of the different stakeholders. The project involves several teachers from the Lisbon Polytechnic's School of Education (ESE) and partners from the Minho University's Institute of Education and from the Leiria Polytechnic's School of Education ad Social Sciences.