The internship (Pasantia) is an important contribution towards building pedagogical leadership capacity at a local level; it enables the participants to observe the implementation of concepts and approaches described in the professional learning program on action.
PASANTIAS (INTERNSHIPS) IN AUSTRALIA
Futuro Infantil Hoy has involved 2 pasantias (internships/study visits) to the University of Western Sydney, Australia in February 2009 and February 2010.
2009 Internship (Pasantia)
The first internship took place on February 8-25 in 2009 in Sydney Australia. The program included visits and workshops prepared by UWS School of Education. Visiting directors were Silvia Rojo ECEC Granito de Esperanza (Fundación Integra) Antofagasta, Yerka Manacá ECEC at Escuela Elmo Fúnez de Antofagasta, and Mónica Gálvez ECEC Fundación Minera Escondida (JUNJI), Antofagasta. The 3 directors were accompanied by FME head of projects Mario Pizarro.
The internship (Pasantia) is an important contribution towards building pedagogical leadership capacity at a local level; it enables the participants to observe the implementation of concepts and approaches described in the professional learning program on action. It gives the participants leadership responsibilities as well as the opportunity to deepen their understanding by talking to UWS staff and to practitioners working at the various places they visited soon after learning the concepts. The possibility to clarify and deepen their understanding was invaluable for the participants, in terms of building conceptual knowledge and understanding the implications of implementing what they saw. They visited a wide range of early childhood centers in different parts of Sydney, including centres with an specific curriculum in indigenous and environmental education.
Impact Evaluation – 2009 Internship (Pasantia)
Participants expressed through questionaires and interviews that the internship had been a very significative experience in their professional learning experience. Evidence collected also indicates the profound impact the experience left in the participants, and in their understanding around key pedagogical elements of Futuro Infantil Hoy Project. The experience also contributed to reinforce building leadership within the group. To facilitate visit and workshops analysis and reflections, thus to maximise the experience learning potencial, UWS team designed a reflection form that participants could use as a professional-personal dairy. In additon we conducted interviews, focus groups, plus a comprehensive evaluation protocol using the team learning technology ZING was implemented. The 3 directors were interviewed about the experience on camera and talked about their experience and its importance for the success of the pilot Project. The material was edited into a 7 minutes short for on line distribution on the Project web site and in the future e learning platform. All of the above has provided valuable understanding on the importance the internship (pasantia) experience had for the participants.
2010 Pasantia (Internship/study visit)
In 2010, the three week Australian internship (pasantia) was undertaken by 5 educators (teachers and educational agents) from 3 ECEC: FME, Escuela Elmo Fúnez, and Granito de Esperanza. They were accompanied by Supervisor Carla Ramos from JUNJI, and Futuro Infantil Hoy project manager Juan Carrasco from FME. During this time, the participants undertook visits to 20 early childhood programs and attended 14 seminars. The early childhood programs that were visited varied enormously including programs catered specifically for indigenous children, centres with high ethnic diversity, supported playgroups, specialist attachment programs, schools, and programs of excellence in literacy teaching. The themes of the seminars included family-centred practices, constructions of childhood, planning for equity and diversity, digital technologies and innovations in literacy. In addition, the participants made presentations about their centres, practices and the Chilean context to Australian audiences. Given the highly positive feedback received from across the range of FIH project participants about the important role played by the internship (pasantia) experience in inspiring change and promoting excellence in practice, there are implications for including opportunities for internship in the design of future projects. Whilst international internship might not always be possible, the practice of enabling educators to see diversity and excellence in different forms in practice is one that should be seriously considered in any program looking to build quality. Additionally, the insights from the FIH project might inform the development of scholarship programs to inspire and encourage excellence in early childhood leadership.
