ABSTRACT

We present the main findings of a case study focusing on the digital literacy practices of a Portuguese early childhood teacher known for her innovative pedagogical methods. Data was collected through an in-depth interview centred on the teacher’s perceptions about her digital literacy practices and on the professional development underpinning such practices. The thematic content analysis of the data was based on core principles of early childhood pedagogy, multiliteracies and professional development theories. It revealed that, from this teacher’s perspective, the application of digital literacy practices has both enhanced and challenged her pedagogy. Moreover, the analysis showed that her innovative practices combine functional professional learning with attitudinal dispositions such as professionalism, professional identity, resilience and commitment. Overall, our research highlights the importance of combining both functional and attitudinal dimensions in professional development initiatives aiming to enhance renewed integration of digital literacy practices in early childhood education.

摘要

我们介绍了一项案例研究的主要发现，重点关注一位以创新教学方法而闻名的葡萄牙幼儿教师的数字素养实践。数据是通过深入访谈收集的，访谈的重点是教师对其数字素养实践以及支持此类实践的专业发展的看法。数据的主题内容分析基于幼儿教育学、多元文化和专业发展理论的核心原则。它表明，从这位老师的角度来看，数字素养实践的应用既增强了她的教学法，也挑战了她的教学法。此外，分析表明，她的创新实践将功能性专业学习与专业精神、专业认同、韧性和承诺。总体而言，我们的研究强调了在专业发展计划中结合功能和态度维度的重要性，旨在加强数字素养实践在幼儿教育中的重新整合。