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This paper deals with possibilities and difficulties involved in the integration of academic and professional goals in two final thesis models in European teacher education, the thesis model and the portfolio model. The methodology used is a review of relevant research articles. The thesis model was identified in 19 articles and the portfolio model in 41 articles. Five dimensions were found to promote the integration of the two kinds of goals while four hamper this integration. The dimensions identified are similar in the two models. The implications of this result for future teachers are discussed using the concepts of vertical and horizontal discourses. One such implication is that teacher education should use the adaptive function of the final thesis in a more developed way in order to strengthen the fusion of academic and professional orientation in the education.

Puppets as pedagogical tools with young children have a long tradition in therapy and healthcare, but the tradition and practice in ECEC (Early Childhood Education and Care) have decreased in recent years. The academic learning outcomes of ECEC require a clearer connection to researching the professional practice. If puppets are to be introduced as functional pedagogical tools, it is important to find theoretical support for their use. This study is a systematic review of 37 research articles concerning the pedagogical use of puppets with young children, focusing on the theoretical relationship. The review reveals four theoretical perspectives, constructivism, psychology, sociology and art. The finding of the two most common perspectives, constructivism and psychology is not surprising but does give some new insights into relevant and functional terms and approaches. Perezhivanie is an example of a relevant term from Vygotsky to understand the pedagogical use of puppets. A bit surprising was the finding of Corsaro in the perspective of sociology, and an insight here is that also this theory and concept can be useful when puppets are used to teach children social behaviour. More surprising is that the art perspective includes few articles. However, the foundation of theoretical support in art, narrative pedagogy, seems highly relevant and worthy of development.

The parental relationship in ECEC (Early Childhood Education and Care) service forms a key factor for its quality. This relationship is also complex and problematic and can be understood in different ways. There is a lack of research about the parental relationship in ECEC compared with schools. However, some researches have revealed the importance of a functional parental relationship in ECEC but also that the relationship can challenge the professional task of the teachers. One way to understand the parental relationship is study it out of two different frameworks, a vertical or horizontal framework. The vertical framework regards the teachers as experts and with asymmetrical, involved or engagement parental relationship. The horizontal framework regards both teachers and parents as experts and with a symmetrical partnership parental relationship. This review of research has scrutinised how the parental relationship in ECEC is described based on a division into levels as parental involvement, engagement or partnership relation. All three levels were identified in the 22 articles studied, but with a slight domination of the parental partnership. Four advantages of the parental relationship have been identified, quality-indicator, empowerment of parents and teachers, impact on future student academic achievement and flexible relationship. Three problems have been identified, different roles of parents and teachers, discrimination and complex relationship. One conclusion is that the parental relationship is of great importance to the ECEC service, but that it is more realistic to consider this as a balance between vertically and horizontally-framed parental relationships in ECEC services.

I denna studie analyseras och diskuteras vilka kompetenser som förskollärarstudenter i Sverige beskriver att examensarbetet har givit dem. Analysen av 114 studentessäer visar sex vetenskapliga och fem professionella kompetenser som studenterna erhållit via examensarbetet. De mest framträdande kompetenserna är färdigheter i vetenskapligt skrivande, ämneskunskaper och professionell insikt. Flertalet kompetenser som beskrivs uppvisar likheter mellan vetenskapliga och professionella kompetenser, som till exempel ett ifrågasättande förhållningssätt. De vetenskapliga kompetenserna möjliggör en analys och förståelse av professionen, en form av ”veta varför”-diskurs. De professionella kompetenserna ger praktiska färdigheter för professionen, en form av ”veta hur”-diskurs. En utvecklingspotential för examensarbetet finns i de likheter som identifierats mellan de vetenskapliga och professionella kompetenserna. Nyckelord: examensarbete, förskollärarutbildning, professionell kompetens, vetenskaplig kompetens