Preschool teacher competence viewed from the perspective of students in early childhood teacher education

Lillvist, Anne; Sandberg, Anette; Sheridan, Sonja; Williams, Pia

doi:10.1080/02607476.2013.864014

Cited by 33 publications

(30 citation statements)

References 30 publications

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“…Lindahl and Folkesson (2012b) found insecurities among preschool teacher students, where some thought of new technologies as a threat to a tradition. In addition, digital competence was not mentioned when Lillvist et al (2014) studied how preschool teacher students define preschool teacher competence. Palaiologou (2016b) found that, even though preschool teachers were digitally competent in their personal lives, a dominant ideology regarding play-based pedagogy prevented the integration of digital devices.…”

Section: Teachers' Insecurities About Digital Playmentioning

confidence: 99%

Swedish preschool teachers’ perceptions about digital play in a workplace-learning context

Marklund

2019

Early Years

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This study investigates preschool teachers' perceptions about the pedagogical use of digital play and, by using the Learning in Working Life framework as a theoretical point of departure, it also investigates how these perceptions are connected to the teachers' professional learning environment. Participants wrote a self-report essay about digital play. Results show that the participants identified opportunities with digital play on a societal, content, workplace practice and socialcultural level of the workplace-learning context. Challenges were identified on a social-cultural, technical-organisational and content level. The conclusion is when introducing digital play into preschools, the challenges include too little time and reluctant parents and colleagues. The opportunities can be summed up as helping to prepare children for the future and enriching their upbringing and learning.

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Section: Teachers' Insecurities About Digital Playmentioning

confidence: 99%

Swedish preschool teachers’ perceptions about digital play in a workplace-learning context

Marklund

2019

Early Years

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“…Även inom den teknikdidaktiska forskningen finns stort stöd för att lärarens didaktik-och ämneskunskaper är viktiga för barns lärande (Jarvis & Rennie, 1998;Jones, Buntting, & Vries, 2013;Rohaan, Taconis, & Jochems, 2010, 2012. Men, forskning visar internationellt på en osäkerhet hos praktiserande och blivande förskollärare gällande undervisning av teknikområdet (Benson & Treleven, 2011;Campbell, 2010;Elvstrand et al, 2018;Lillvist, Sandberg, Sheridan, & Williams, 2014;Sheridan, Williams, Sandberg, & Vuorinen, 2011).…”

Section: Undervisning I Förskolan -Med Fokus På Teknikunclassified

Tre förskollärares undervisning i teknik – en utvecklingspedagogisk analys av det avsedda och det manifesta lärandeobjektet <br/> Three preschool teachers’ teaching in technology - an analysis of the intended and the enacted object of learning

Sundqvist

2019

NorDiNa

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The analysis of three activities from two different preschool units is presented. The aim is to show how the actions of the preschool teachers affect children’s learning possibilities in each activity with regard to the technology in children’s surrounding world. The aim is chosen because previous research have shown the intentions of preschool teachers are not always realized, and that teaching about the technology in the surrounding world is rare. The analysis uses a developmental pedagogy perspective and shows the relation between the intended and the enacted object of learning in each activity. The study shows that the participating preschool teachers are active in children’s learning, have a pedagogical plan where children’s perspectives are observed and regarded, and perform teaching where the technology in the surrounding world is treated and made visible. To what degree the intended object of learning is enacted varies, and possible causes for this are discussed.

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“…Wild et al 2015), Italy (Lazzari et al 2015), Serbia (Banković 2014), North America (Harwood et al 2013), Japan (Hegde 2014) and Singapore (Ang 2014), where there are also often distinctions between 'care', for children under three, and 'education', for those over three (see Lillvist et al 2014). However, as Karila (2012), Campbell- Barr and Nygård (2014) and Gunnarsdottir (2014) note, even in Scandinavia, there are current challenges from neoliberalism's instrumentalist concern with early childhood provision as economic investment and emphasis on the market, supply and demand and ready measures of academic and economic success.…”

Section: International Perspectives On Early Childhood Education and mentioning

confidence: 99%

Flight turbulence: the stormy professional trajectory of trainee early years’ teachers in England

Barron

2016

International Journal of Early Years Education

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This paper documents trainees' 'flight turbulence' as they negotiate the complexities that lie between 'the self' and the securing of Early Years Teaching Status (EYTS) in England. Early Years Teachers, besides teaching, are expected to lead improvements to the quality of provision. However, drawing on interview data, an impasse is discerned where ideas meet instrumental policy in practice. Trainees are often unable to reshape the meeting of theory, policy and practice and struggle in finding teaching approaches which they are comfortable with ethically. Drawing on Holland et al's concept of 'figured worlds', it is suggested that the development of theory-informed practice should not be seen as a solitary task for the student but as a dialogic though difficult conversation involving the student, university staff and placement practitioners. Dialogism is seen as requiring persistence but as offering opportunities for beginning early years' teachers, with support from teacher educators and experienced practitioners, to negotiate the challenging spaces between policy, theory and beliefs as they seek to construct, deconstruct and reconstruct ethical professional identities for themselves.

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Preschool teacher competence viewed from the perspective of students in early childhood teacher education

Cited by 33 publications

References 30 publications

Swedish preschool teachers’ perceptions about digital play in a workplace-learning context

Swedish preschool teachers’ perceptions about digital play in a workplace-learning context

Tre förskollärares undervisning i teknik – en utvecklingspedagogisk analys av det avsedda och det manifesta lärandeobjektet <br/> Three preschool teachers’ teaching in technology - an analysis of the intended and the enacted object of learning

Flight turbulence: the stormy professional trajectory of trainee early years’ teachers in England

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