Common sense or professional qualifications? Division of labour in kindergartens

Abstract

This article compares the division of labour between kindergarten teachers and assistants in Norwegian kindergartens and discusses the two groups' perceptions of what kind of knowledge is important in order to carry out their tasks. This study is based on a survey representing kindergartens from all over Norway, and is part of a national research project. 1 Responses to the survey show that differences are fewer than expected, both regarding the kind of tasks kindergarten teachers and assistants perform, and the way they see themselves as qualified for their work. Does this imply that kindergarten culture is less dominated by kindergarten teachers' formal qualifications, and characterised more by common sense and popular views on upbringing? The article discusses these questions in the light of empirical data and theoretical perspectives on knowledge and its impact on professional practice. RÉSUMÉ: Cet article compare la division du travail entre enseignants et assistants dans les jardins d'enfants norvégiens, et discute de la facon dont ces deux groupes concoivent les savoir nécessaires pour accomplir leur tâches. Cette étude, qui fait partie d'une recherche nationale, s'appuie sur une enquête concernant les jardins d'enfants de toute la Norvège. Les réponses au questionnaire montrent que les différences sont moindres que prévu, en ce qui concerne le type de tâches que enseignants et assistants accomplissent, comme la facon dont ils se considèrent qualifiés pour les accomplir. Est-ce que cela signifie que les jardins d'enfants sont moins dominés par les qualifications formelles des enseignants et plus caractérisés par le sens commun et les opinions courantes sur l'éducationCet article discute cette question à la lumière des données empiriques et des perspectives théoriques sur le savoir et son impact sur la pratique professionnelle.ZUSAMMENFASSUNG: Der vorliegende Artikel vergleicht die Aufgabenverteilung zwischen Erzieher/innen und Assistent/innen in norwegischen Kindergärten und diskutiert die jeweilige Auffassung der Gruppen darüber, welches Wissen wichtig ist, um die Aufgaben zu bewältigen. Die Studie basiert auf einer landesweiten Befragung in Kindergärten in Norwegen und ist Teil eines nationalen Forschungsprojekts. Die Ergebnisse der Untersuchung zeigen, dass die Unterschiede zwischen den Gruppen kleiner sind als erwartet. Das gilt sowohl für die Aufgaben, die Erzieher/innen und Assistent/innen ausführen, als auch für die Beurteilung von Wissen bezüglich der zu bewältigenden Aufgaben. Es muss also danach gefragt werden, ob die Kindergartenkultur weniger von der formalen Kompetenz der Erzieher/innen als vom 'common sense' und populären Sichtweisen über Erziehung geprägt ist. Der Artikel diskutiert diese Fragen unter Bezug auf empirische Daten Downloaded by [Universidad de Sevilla] at 08:59 25 March 2015 und theoretischen Perspektiven auf professionelles Wissen sowie dessen Auswirkung auf die Praxis.RESUMEN: El presente artículo compara la división del trabajo entre los maestros y asistentes en los jardines...

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