Publication . Araújo, Sara Barros; Antunes, Ana Pereira
Workplace-based experiences are considered centrally relevant in
the professional preparation of prospective teachers. In spite of
this, few studies have focused on the assessment of workplace based learning (WBL) in early childhood education (ECE). This
study aims to examine pathways of professional learning of
students attending an ECE professional Master programme in
Portugal, based on an authentic and participatory approach to
assessment. A cohort of 62 students participated in this
exploratory study. Data were collected through an assessment
grid organised in four domains (observation, planning, action and
reflection) and 25 dimensions, in two moments: interim
regulatory assessment and final assessment. Key findings point to
statistically significant differences between the two moments,
showing the progress of students at the level of competences in
all domains and dimensions. Results allow to identify tendencies
on students’ learning pathways in core domains of
professionalism and represent an input for understanding the
effectiveness of the ECE professional Master programme.
