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| 2. |
- Nasiopoulou, Panagiota, et al.
(författare)
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Exploring preschool teachers’ professional profiles in Swedish preschool: a latent class analysis
- 2019
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Ingår i: Early Child Development and Care. - : Informa UK Limited. - 0300-4430 .- 1476-8275. ; 189:8, s. 1306-1324
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Tidskriftsartikel (refereegranskat)abstract
- This article explores preschool teachers’ professional profiles in Sweden. Considering various educational policy reforms in Sweden the last decades, this study is grounded in interactionist perspectives and Bronfenbrenner’s bio-ecological model. A set of multiple professional indicators related to preschool teachers’ educational background, personal characteristics and their working context were analysed applying latent class analysis as a person-oriented approach. The sample consists of 698 preschool teachers across different preschools in 46 municipalities in Sweden. The analysis revealed two subgroups of preschool teachers’ professional profiles: (a) late educated (after the introduction of preschool curriculum in 1998) and (b) early educated (before the introduction of preschool curriculum in 1998). The pattern of graduation year, experience, continuous professional development and specified assignment in preschool was the most distinctive pattern across these profiles. Findings add to the ongoing debate on preschool teachers’ professionalization suggesting an alternative analytic approach examining multiple indicators characterizing preschool teachers’ professional profiles.
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| 3. |
- Williams, Pia, 1961, et al.
(författare)
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Cultural considerations of ECERS-3 in Sweden
- 2018
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Ingår i: The Nordic Educational Research Association (NERA) conference, Oslo, 8-10 March.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)
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| 4. |
- Williams, Pia, 1961, et al.
(författare)
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Likvärdighet och kvalitet: En studie om förskollärarstudenters verksamhetsförlagda utbildning
- 2021
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Ingår i: Educare - vetenskapliga skrifter. - 1653-1868. ; 2021:2, s. 113-145
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Tidskriftsartikel (refereegranskat)abstract
- Swedish preschool teacher profession has changed. In the preschool teacher education, students must develop professional identities and know how to independently take responsibility for pedagogical activities, teaching and providing for children’s right to care, play, development and learning. The aim of this study is twofold: to investigate how students articulate their conditions for learning and professional development in their teaching practice, and to study how their education may be affected by being carried out in preschools of varying quality. The study is based on quality evaluations with the Early Childhood Environment Rating Scale (ECERS) at 153 Swedish preschools. The quality evaluations were related to a survey that 125 students answered in a preschool teacher education focusing on equivalence, the relationship between theory and practice and the quality in their teaching practice. The research questions we posed were: What characterizes the quality of preschools? Which aspects contribute to equality in teaching practice? How do the students describe the quality of the preschool? Bronfenbrenner’s ecological system theory frames the study. The analysis was informed by an interaction between empirical data and theory and thus was an abductive analytical process. The results show that the quality of preschools varies, creating unequal conditions for student learning. The students report inconsistent conditions for their learning in preschool. The political investment has enhanced the collaboration between preschool teacher education and preschool and visualized critical aspects, forming a point of intersection for the preschool teacher profession's quality.
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| 5. |
- Williams, Pia, 1961
(författare)
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När barn lär av varandra - samlärande i praktiken / Pia Williams. andra upplagan
- 2020
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- När barn möts startar alltid något slags samspel. Hur det sedan utvecklas beror både på den miljö barnen vistas i, den kultur de skapar tillsammans med varandra och på de vuxnas attityder till samarbete. Samspelet kan bli utgångspunkt för ett konstruktivt samlärande bland barnen.I denna reviderade upplaga framhålls vikten av att vuxna stöttar barns självförtroende och på ett lekfullt och omsorgsfullt sätt bidrar till att vidga och fördjupa barnens omvärld. Att arbeta med gruppen som helhet kan skapa inkluderande lärmiljöer av hög kvalitet så att alla barn känner sig delaktiga, upplever att de har inflytande i sin vardag och ges möjligheter att utveckla sin fulla potential.
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| 6. |
- Williams, Pia, 1961, et al.
(författare)
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What is teaching in a Swedish preschool?
- 2019
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Ingår i: International conference on the Nordic approach to ECEC pedagogy “THE NORDIC WAY” Oslo 26th-27th March 2019.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)
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| 7. |
- Sigurdadottir, Ingibjörg, et al.
(författare)
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Preschool teachers communicating values to children
- 2019
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Ingår i: International Journal of Early Years Education. - : Informa UK Limited. - 0966-9760 .- 1469-8463. ; 27:2, s. 170-183
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Tidskriftsartikel (refereegranskat)abstract
- This empirical study aims to find if and how preschool teachers communicate values they consider important for children to learn in preschool. The study is a part of a Nordic research project on values education in Nordic preschools. Values are understood as desirable principles that guide human actions. Theoretically, the study draws on a sociocultural perspective and Habermas’ theory of communicative action. The data consists of approximately 17 h of video observations of communication between preschool teachers and children. Two episodes were chosen for further analysis and in-depth discussion. Care, respect, and discipline had been agreed on as important values to communicate to preschool children. The preschool teachers used different approaches to communicate these values, depending on their professional and personal backgrounds. The values were communicated implicitly rather than explicitly. The study contributes to research on values education in the ECE and gives reasons for reflection on the practices of preschool teachers.
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| 10. |
- Lantz-Andersson, Annika, 1961, et al.
(författare)
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Teachers’ collaborative reflective discussions on technology-mediated teaching: Envisioned and enacted transformative agency
- 2022
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Ingår i: Learning, Culture and Social Interaction. - : Elsevier BV. - 2210-6561. ; 35
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Tidskriftsartikel (refereegranskat)abstract
- This study explores teachers’ reflections on the competences that come into play in technology-mediated teaching activities. Underpinned by educational design research, the collaboration between researchers and teachers followed a methodological design involving three iterative phases: (1) workshops in which teachers and researchers collaborated to develop instructional scenarios involving digital technologies, (2) lessons enacting instructional scenarios, and (3) reflective discussions based on video sequences from the instructional scenarios. The researchers selected video clips of instructional sequences involving so-called critical incidents where the teachers encountered some kind of challenge in the technology-mediated teaching activities. The unit of analysis comprised transitional episodes identified in the reflective discussions, where temporal shifts took place as the teachers elaborated on challenges and oriented towards future actions. Theoretically, the study is based on sociocultural perspectives, acknowledging social interaction as collective thinking. To analytically scrutinise temporal shifts in the interaction, interaction analysis was employed. The findings show that while the elicited video clips supported retrospective reflections, the collaborative context with colleagues and researchers interacting supported prospective reflections. These findings are discussed in terms of how the temporal shifts in the reflections can analytically be understood as teachers’ envisioned or enacted transformative agency.
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