El desarrollo de la autonomía infantil temprana y el profesorado en formación en Educación Infantil. Variables intervinientes

  1. Herrán, Elena
  2. Galende, Nuria
  3. Apodaca, Pedro Miguel
  4. Sagastui, Jone 1
  1. 1 Universidad del País Vasco/Euskal Herriko Unibertsitatea
    info

    Universidad del País Vasco/Euskal Herriko Unibertsitatea

    Lejona, España

    ROR https://ror.org/000xsnr85

Journal:
Revista electrónica interuniversitaria de formación del profesorado

ISSN: 1575-0965

Year of publication: 2022

Issue Title: Mismos problemas, nuevos retos en la formación del profesorado

Volume: 25

Issue: 3

Pages: 43-59

Type: Article

DOI: 10.6018/REIFOP.529471 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

More publications in: Revista electrónica interuniversitaria de formación del profesorado

Abstract

This study aims to discover Early Childhood Education (ECE) University Degree students’ beliefs about early childhood autonomy (0-3 years). A questionnaire was elaborated and applied with a sample of 165 ECE University Degree students from two institutions, one of them private-religious and the other one public. After obtaining inconsistent results in an initial stage, participants’ responses were centered and analyzed once again. They were also differentially analyzed following the three studied variables: gender, previous studies and ownership of the institution. Results indicate the fragility of early childhood autonomy development because, even if some of participants’ beliefs are informed, many others stay simplistic and are related to the parenting styles that participants experienced in their family context, regardless of the university training. Differential analyses indicated gender related differences, coherent with the feminized character of this profession; also, students who had taken an ECE Vocational Training are proven value the practical aspects of the profession over the theoretical preparation; and that there are some differences in the participants’ educational styles depending on the ownership of the institution in which they are enrolled, public or private.

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