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- 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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- 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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- 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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- 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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- Gjems, Liv, et al.
(författare)
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The construction of early literacy in the National curriculum for early childhood teacher education.
- 2013
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Ingår i: Poster presented at the AERA conference, San Francisco, 130427-130501..
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Konferensbidrag (refereegranskat)abstract
- The research question in the study is: “What are the contents and intentions of the national Norwegian curriculum for early childhood teacher education regarding early literacy?” To lay the ground for children’s education in early literacy, the early childhood education (ECE) teachers’ knowledge about how to support early language learning in young children is of great importance. To scaffold children’s early literacy, ECE teachers must have a substantial knowledge base. The educational program play an important role in influencing what conceptions and knowledge university college teachers and teacher students develop about the content of the education. We have chosen a discursive approach to study how “early literacy” is constructed in the National curriculum for early childhood teacher education.
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- Sandberg, Anette, et al.
(författare)
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Play competence as a window to preschool teachers' competence
- 2012
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Ingår i: International Journal of Play. - : Routledge. - 2159-4937 .- 2159-4953. ; 1:2, s. 184-196
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this study is to investigate preschool teachers' perceptions of good practice in play, their skills, and perceptions of play competence. The theoretical framework is based on interactionist theories, which congregate theories of learning, in which individuals and the environment influence and are influenced by one another in a continuous interaction and communication, such as socio-cultural theories and ecological system theories. The study has a qualitative and quantitative approach. Interviews were conducted with preschool teachers (N = 30) to gain a deeper understanding of their perceptions of the concept of play competence. In addition, a survey was distributed to preschool teachers (N = 115) in order to gain a broader understanding of their perceptions of different dimensions of teacher play competence and to investigate if and how these perceptions were related to factors such as age, type of education, and number of years in the field. The results showed that preschool teachers describe play competence as a multidimensional construct, encompassing different competencies such as attentive, cognitive, and organizational. The results from the quantitative analyses showed that experienced teachers rate their play competence higher than teachers with limited experience of work in educational settinngs. Thus, this indicates that play competence develops during practical experience in the field.
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