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Teaching as a new mission: Swedish preschool teachers’ collegial discussions
Early Years ( IF 1.069 ) Pub Date : 2021-02-09 , DOI: 10.1080/09575146.2021.1880374
Ebba Hildén 1 , Annica Löfdahl Hultman 1 , Katarina Ribaeus 1
Affiliation  

ABSTRACT

This article explores how preschool teachers, over time, collectively manage teaching as a new part of their mission. The study’s empirical data consist of two related but temporally separated sets of data containing collegial discussions among preschool teachers; talks during a development process and group interviews with the same preschool teachers six months later. Through a theory-driven analysis, using the theoretical concept of teacher agency, different ways of achieving teacher agency are brought into light. When tensions appear, the preschool teachers achieve teacher agency by using professional core values in order to make adjustments, additions or changes to school policy. These professional core values consist of for example, sensitivity to the interests and needs of children, the ambition to perform a pedagogical practice for the greater good of children and the professional tradition of preschool teachers and child minders working together in teams.



中文翻译:

作为新使命的教学:瑞典幼儿教师的学术讨论

摘要

本文探讨了随着时间的推移,学前教师如何将教学作为他们使命的一个新部分进行集体管理。该研究的实证数据由两组相关但时间上分开的数据组成,其中包含学前教师之间的集体讨论;六个月后,他们在发展过程中进行了交谈,并与同一名学前班教师进行了小组访谈。通过理论驱动的分析,运用教师能动性的理论概念,揭示了实现教师能动性的不同方式。当紧张出现时,学前教师通过使用专业核心价值观实现教师能动性,从而对学校政策进行调整、补充或改变。这些专业核心价值观包括,例如,对儿童的兴趣和需求的敏感性,

更新日期:2021-02-09
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