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Preschool teachers and caregivers’ lack of repositioning in response to changed responsibilities in policy documents
Journal of Early Childhood Research Pub Date : 2021-01-30 , DOI: 10.1177/1476718x20969742
Sara Cervantes 1 , Anna Öqvist 1
Affiliation  

Preschool teachers and caregivers have a close working relationship as part of a working team to benefit the children in Swedish preschools. In 2011, a new educational reform was introduced according to which preschools became a school form in their own right within the overall educational system in Sweden. The objective of the policy was to strengthen the profession of preschool teachers by affording them clearer responsibility over the quality of educational practices and curriculum work. It also entailed a division of labour between the preschool teachers and caregivers in the working team. The current study explored how Swedish preschool teachers and caregivers positioned themselves in response to these changes in responsibility. In this qualitative study, data were collected from 17 preschool teachers and caregivers via an open-ended questionnaire. Preschool teachers and caregivers viewed themselves as having equal responsibility in the working team. Specifically, preschool teachers upgraded the competence and position of caregivers while downgrading their own professional competence and position. Caregivers downgraded the profession and position of preschool teachers and upgraded their own competence and position to be equal to that of preschool teachers.



中文翻译:

学前班老师和保姆缺乏对政策文件中职责变化的重新定位

学龄前老师和照顾者与工作团队保持着密切的工作关系,以使瑞典学龄前儿童受益。2011年,我们进行了一项新的教育改革,根据该改革,学龄前儿童在瑞典的整体教育体系中本身就成为一种学校形式。该政策的目的是通过赋予幼儿教师对教育实践和课程工作质量的明确责任来加强幼儿教师的职业。它还需要在工作团队中的学前班老师和看护人之间进行分工。当前的研究探索了瑞典学龄前教师和看护者如何应对这些责任上的变化。在这项定性研究中,通过不限成员名额调查表从17名学前教师和看护者那里收集数据。学龄前老师和看护者认为自己在工作团队中负有同等责任。具体来说,学龄前教师提高了看护者的能力和职位,同时降低了他们自己的专业能力和职位。保姆降低了学前班主任的职业和地位,并提高了自己的能力和地位,使其与学前班主任的能力和地位相同。

更新日期:2021-03-15
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