Professional Knowledges for Early Childhood Education and Care

Barr, Vjg Campbell

doi:10.18357/jcs.v44i1.18786

Cited by 7 publications

(5 citation statements)

References 31 publications

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“…These competencies are essential for high-quality pedagogy. Particularly, theoretical knowledge is central to teachers' competence [20,27,30,31]. Also, earlier studies prove that the decisions and actions in classrooms are knowledge-based [21,37].…”

Section: Discussionmentioning

confidence: 98%

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Teachers’ Pedagogical Competence in Finnish Early Childhood Education—A Narrative Literature Review

et al. 2023

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Finnish early childhood education (ECE) is defined in education policies and research as an activity with an emphasis on pedagogy as a holistic and Nordic model of education. Pedagogical competence can be viewed as a special expertise of teachers responsible for the implementation of pedagogy in ECE. However, it is unclear how a teacher’s pedagogical competence is defined, understood, and implemented in pedagogical practices and policies. Previous studies define pedagogical competence from different, often narrow, perspectives and various skills have been defined to be a part of teachers’ pedagogical expertise. In this study, we aim to take a closer look at how teachers’ pedagogical competence is defined in research literature in Finland. As our method, we use a narrative literature review of research papers published between 2010 and 2020. We were able to identify fourteen different definitions of pedagogical competencies that could be categorized into three main categories: (a) meta-competencies, (b) professional competencies, and (c) practical competencies. In summary, we argue that pedagogical competence is often narrowly understood. To implement high-quality ECE, teachers’ pedagogical competence should be considered broadly and wholly. Particularly, the shared values and reflection of ethical questions are essential for supporting children’s development and learning through holistic education.

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Section: Discussionmentioning

confidence: 98%

“…In practice, both theoretical knowledge and skills, know-that, and know-how, are essential to teachers competence [24,30,31]. According to Shulman [32], teaching is based primarily on knowledge.…”

Section: Teachers' Pedagogical Expertise In Ecementioning

confidence: 99%

Teachers’ Pedagogical Competence in Finnish Early Childhood Education—A Narrative Literature Review

et al. 2023

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“…Previous research has examined teacher professionalism and world-view education in schools (see Everington et al, 2011; Freathy et al, 2016; Luodeslampi et al, 2019) and ECEC professionalism (see Campbell-Bar, 2019; Karila, 2008 Vandenbroeck et al, 2016), especially following the academization of ECEC teacher education. However, professionalism in ECEC world-view diversity has received scant attention, and the present study aims to contribute to filling this gap in the research.…”

Section: Professionalism In Ecec World-view Diversitymentioning

confidence: 99%

“…Moreover, evidence-based approaches aiming to capture ‘the problem’ and then to ‘solve it’ do not acknowledge what we aim to achieve educationally (Biesta, 2013): to shape thinking into that of a professional teacher. Therefore, it is vital to be critical in how we view professional knowledge and the dominance of professional epistemologies (Campbell-Barr, 2019; Urban, 2008, 2010).…”

Section: Professionalism In Ecec World-view Diversitymentioning

confidence: 99%

“…Moreover, evidencebased approaches aiming to capture 'the problem' and then to 'solve it' do not acknowledge what we aim to achieve educationally (Biesta, 2013): to shape thinking into that of a professional teacher. Therefore, it is vital to be critical in how we view professional knowledge and the dominance of professional epistemologies (Campbell-Barr, 2019;Urban, 2008Urban, , 2010. Bakker (2016) distinguishes between 'instrumental' and 'normative' professionality, illustrating the importance of a person, their values, and the social and societal context in teachers' development, rather than technical skills or qualifications.…”

Section: Professionalism In Ecec World-view Diversitymentioning

confidence: 99%

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The learning trajectory of emerging professionalism: A Finnish student teacher negotiating world-view education and early childhood education and care superdiversity

Lamminmäki-Vartia

Poulter

Kuusisto

2020

Contemporary Issues in Early Childhood

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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.

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String Figuring young children's perspectives of quality in English early childhood education and care

Fairchild,

Mikuska

2024

British Educational Res J

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Quality in early childhood education and care (ECEC) is a contested concept and has generally been conceptualised by inter‐related indicators such as staff qualifications, educational environment, policy or child‐to‐staff ratios. There has been a more limited emphasis on how young children might perceive and experience quality. This empirical paper employs a research‐creation methodology in combination with feminist materialist theory, notably Haraway's String Figuring, to consider how quality manifests in young children's lifeworlds. Data from non‐participant observations in 17 English ECEC settings were collected and analysed by focusing on child‐led activities where agentic and autonomous engagement with objects, matter, resources, space and places were observed. This resulted in the identification of a series of ‘knots’: security, space(s), material objects, autonomy and other children. We present examples of these knots in six vignettes and propose that these are manifestations of young children's experiences of their educational environments. The knots developed from our analysis recognise how quality was manifested where children felt secure by exploring their chosen spaces. This led to children having autonomy over their play, both alone and with other children. We demonstrate how String Figuring can provide an opportunity to develop a deeper understanding of the complex and nuanced nature of young children's lifeworlds in various ECEC settings, and argue that the identified knots can provide situated and contextual ways to recognise young children's experiences of quality. By doing so it is possible to develop new knowledge that advances theoretical and professional practice conceptualisations of quality.

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Professional Knowledges for Early Childhood Education and Care

Cited by 7 publications

References 31 publications

Teachers’ Pedagogical Competence in Finnish Early Childhood Education—A Narrative Literature Review

Teachers’ Pedagogical Competence in Finnish Early Childhood Education—A Narrative Literature Review

The learning trajectory of emerging professionalism: A Finnish student teacher negotiating world-view education and early childhood education and care superdiversity

String Figuring young children's perspectives of quality in English early childhood education and care

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