LEARNING FOR THE FUTURE
AT UNIVERSITY OF TORONTO:
Fundación Chile strengthens the professional skills of pre-school teachers
• Nearly 70 pre-school teachers are participating in the postgraduate certification course "Pedagogical Interactions that Enrich Early Childhood Learning: Exploring, Playing and Inclusion", including an overseas internship at the Ontario Institute of Studies in Education (OISE), University of Toronto, Canada.
• The program is imparted by Fundación Chile's Learning for the Future area
One of the main goals of the Junta Nacional de Jardines Infantiles (JUNJI) is to provide quality pre-school education that favors children’s well-being and integral development. In this context, JUNJI set to carry out, side by side Fundación Chile’s Learning for the Future area, the postgraduate certification “Pedagogical Interactions that Enrich Early Childhood Learning: Exploring, Playing and Inclusion”, developed for pre-school teachers, technical-pedagogical supervisors, and pre-school care technicians.
This postgraduate course is an international internship in the Ontario Institute of Studies in Education (OISE) at University of Toronto, Canada. The first group of students traveled November 11th and the second group on November 18th. Nearly 70 education professionals will be trained, counting with the accompaniment and facilitation of Andrea Osorio, Director of Learning for the Future at FCH ; Cristina Aziz, training coordinator, and Francisca Petrovich, the area’s educational innovation coordinator.
One of the activities most valued by the interns was the direct classroom observations at several public schools in Toronto. There, children learn in a collaborative manner under a methodology that promotes deep learning, while the school’s curriculum is connected with the reality of the educational establishment and its environment.“What struck me the most is the flexibility of educational spaces. The possibility for children to choose and how much their voices are heard,” says intern Pilar Palma. In her opinion, everything she has seen is possible to implement in Chile, as long as practices are transformed: listening the children more and speaking less to adults, which would signify a cultural change, and at the same time a great challenge.
The course considers three stages: an online training stage; a classroom training stage through workshops and international internships; and a project management and online accompaniment stage. The purpose of the last stage is to install project management skills to improve the quality of current education.
“This training process seeks to contribute in strengthening early childhood education professionals through teamwork, considering new ways of creating, working, designing, and implementing actions that stimulate and fortify technical pedagogical work; continually connecting the preschoolers’ areas of experience indicated in the pre-school education curricular bases: Personal and Social Development, Integral Communication, and Interaction and Understanding of the Environment”, explains Andrea Osorio.
Thus, we hope to achieve higher quality pedagogical interactions and that pre-school education professionals will co-create innovative solutions tackling early childhood learning challenges, carrying out school improvement projects that are applicable in their nurseries, kindergartens, and educational communities.
LEARNING FOR THE FUTURE
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