Till sidans topp

Sidansvarig: Webbredaktion
Sidan uppdaterades: 2012-09-11 15:12

Tipsa en vän
Utskriftsversion

The need of substitute te… - Göteborgs universitet Till startsida
Webbkarta
Till innehåll Läs mer om hur kakor används på gu.se

The need of substitute teachers in preschool in Sweden

Konferensbidrag (offentliggjort, men ej förlagsutgivet)
Författare Rauni Karlsson
Airi Bigsten
Publicerad i 29th EECERA Annual conference, Thessaloniki, Greece 20th – 23rd August
Publiceringsår 2019
Publicerad vid Institutionen för pedagogik, kommunikation och lärande
Språk en
Länkar https://www.eecera2019.org/
Ämnesord Preschool teacher professionalisation, Temporary substitute teachers, Web-interviews, Professional knowledge, Practical knowledge
Ämneskategorier Pedagogiskt arbete, Utbildningsvetenskap

Sammanfattning

The overall aim is to explore the preschool teachers' experiences about the relationship between their profession and the temporary substitute teachers' competence in the everyday activities when replacing an absent teacher. In Sweden preschools are facing major challenges primarily concerning personnel with applicable skills. The preschool teaching profession is developing with the support of the curriculum implementation (Vallberg Roth, 2010). An important part of the profession is developing knowledge within one's own practice (Carlgren, 2009). Taguma, Litjens and Makowiecki (OECD iLibrary, 2012/2013) show that quality of preschool is dependent on staff training. Preschool teacher vocation has not always been considered as a profession (Englund, 1995), and questioned if regarded as a profession or not. Systematic theory, authorization, professional autonomy and self-controlled professional ethics forms the basis for a profession (Colnerud & Granström, 2018). The study is placed within a qualitative paradigm (Bryman, 2004) and the methodology is hermeneutics. Data was collected by conducting web-interviews with preschool teachers. By e-mail preschool teachers received information about ethical principles such as, the opportunity to withdraw at any time and that they would be anonymized. The study shows a paradox regarding the expectations of the substitutes. They are expected to possess a basic practical preschool pedagogical professional knowledge and a basic level of preschool education knowledge. Depending on whether the regular staff find substitutes having above mentioned knowledges or not, the substitutes will be perceived as either an asset or a burden. These results can contribute to continued research within the field of teachers' professionalisation.

Sidansvarig: Webbredaktion|Sidan uppdaterades: 2012-09-11
Dela:

På Göteborgs universitet använder vi kakor (cookies) för att webbplatsen ska fungera på ett bra sätt för dig. Genom att surfa vidare godkänner du att vi använder kakor.  Vad är kakor?