This article examines the learning trajectory of the emerging professionalism of Finnish early childhood education and care student teachers, focusing in particular on their professionalism in early childhood education and care world-view education in the context of cultural and world-view superdiversity. Of specific interest here is what students postulate as meaningful in their professional learning processes and why, and what kinds of directions this value-learning process has taken. The data was generated over a year-long learning process in a group with seven early childhood education and care students and six in-service early childhood education and care teachers through survey responses, reflective learning diaries and retrospective in-depth interviews with the students. Using the Kuusisto and Gearon (2017a) value-learning-trajectory model as an analytical tool, the findings are presented through an in-depth case study depicting one student’s learning throughout the process and across the data sets. To conclude, the conceptual working model is developed further to depict the development of emergent early childhood education and care teacher professionalism with a particular focus on world-view education and early childhood education and care superdiversity.

中文翻译：

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新兴专业主义的学习轨迹：一位芬兰学生教师谈判世界观教育和幼儿教育和照顾超级多样性

本文考察了芬兰幼儿教育和保育学生教师新兴职业化的学习轨迹，特别关注他们在文化和世界观超级多元化背景下在幼儿教育和保育世界观教育方面的专业化。这里特别感兴趣的是学生认为在他们的专业学习过程中什么是有意义的，为什么，以及这个价值学习过程采取了什么样的方向。这些数据是在一个由 7 名幼儿教育和保育学生和 6 名在职幼儿教育和保育教师组成的小组中，通过调查回复、反思性学习日记和对学生的回顾性深入访谈，在为期一年的学习过程中生成的。使用 Kuusisto 和 Gearon (2017a) 价值学习轨迹模型作为分析工具，通过深入的案例研究展示了研究结果，该研究描绘了一名学生在整个过程中和跨数据集的学习情况。总而言之，进一步发展了概念工作模型，以描述新兴的幼儿教育和护理教师专业化的发展，特别关注世界观教育和幼儿教育和护理的超级多样性。