Abstract
ABSTRACTThis article derives from my Master thesis on the development of processes of Context Based Participatory Professional Development undertaken with a group of educators and a pedagogical leader. This study narrates the journey of professional development of one of these educators working towards the transformation of the pedagogy developed with her group of children. It asserts the pedagogy as the field of knowledge it sits in, specifically in the Pedagogy-in-Participation approach; a participatory pedagogy. This means it integrates theories, research methodology and praxis. Data suggests that when educators learn about participatory pedagogies within their educational and interpersonal contexts they make the pedagogy the cornerstone of their professional development as well as of the children’s education. It shows pedagogical documentation as an anchor to develop and research the connectivity between educators’ professional development and children’s education, thus being a central pedagogical dimension to institute children’s rights to learn in participation.
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