Seeking new cultures of cooperation: a cross-national analysis of workplace-based learning and mentoring practices in early years professional education/training

Oberhuemer, Pamela

doi:10.1080/09575146.2015.1028218

Cited by 11 publications

(6 citation statements)

References 4 publications

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“…Blant annet hevdes det at en har for lite kunnskap om hvordan studentene opplever praksis (f.eks. Oberhuemer, 2015;Ødegaard & Økland, 2015;Bjerkestrand et al, 2016;Kunnskapsdepartementet, 2017).…”

Section: Betydningen Av Innsikt I Barnehagestudenters Oppfatninger Avunclassified

“…Praksis og praksisveiledning i barnehagelaererutdanningen har i senere år fått en sterkere posisjon i Norge, Sverige og Danmark (Oberhuemer, 2015), selv om det også her etterlyses mer ressurser (Juul, 2015). I en nylig avsluttet evaluering av barnehagelaererutdanningen i Norge går det fram at alle institusjonene har utfordringer knyttet til praksisopplaeringen (Bjerkestrand et al, 2017, s. 42).…”

Section: Betydningen Av Innsikt I Barnehagestudenters Oppfatninger Avunclassified

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Studenters oppfatninger av god og dårlig praksisveiledning i barnehagelærerutdanning 

Worum¹,

Bjørndal

2018

NORDVEI

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SammendragFormålet med artikkelen er å få innsikt i studenters oppfatninger av god og dårlig praksisveiledning i barnehagelaererutdanningen, noe som er avgjørende for å utvikle praksisveiledningens kvalitet. Studentperspektivet på praksisveiledningens kvalitet er lite fremtredende i nordisk forskning på barnehagelaererutdanning. Studien er basert på fire fokusgrupper, der studenter fra 1.-3. studieår i barnehagelaereutdanningen utveksler erfaringer og synspunkter på hva de oppfatter som god og mindre god praksisveiledning. Studentenes oppfatninger av kvalitet omfatter åtte aspekt; oppfølging av veilederen, veiledning tilpasset sitt behov, gode tilbakemeldinger, bli utfordret av veilederen, åpen dialog og gjensidig laering, veiledning sammen med andre men også alene, gode holdninger hos veilederen og godt samspill mellom praksis og campus. Funnene diskuteres i forhold til internasjonal forskning og diskursen mellom veiledningspedagogiske tradisjoner, og sees i lys av kvalitetsbegrepet i høyere utdanning med vekt på prosesskvalitet.The purpose of this article is to gain insight into student-perceptions of supervision of practical training in kindergarten teacher-education. Today there is little Nordic research from the student-perspective on the quality of supervision of practical training in kindergartens. In this study students in their first, second, and third years of study, divided into four focus-groups, exchanged experiences and views on what they perceive as good and bad practical supervision. Students' perceptions of quality include; follow-up from the practical-training supervisor, supervision adapted to their needs, good feedback, being challenged by the supervisor, open dialogue and mutual learning, supervision along with others but also alone, good attitudes of the mentor, and good interaction between the practical placement and campus. The findings are discussed in relation to international research and the discourse between central Nordic schools of supervision. Findings are also seen in light of the concept of quality in higher education.

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Section: Betydningen Av Innsikt I Barnehagestudenters Oppfatninger Avunclassified

Studenters oppfatninger av god og dårlig praksisveiledning i barnehagelærerutdanning 

Worum¹,

Bjørndal

2018

NORDVEI

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“…Currently, while some aspects of the draft plan are being taken forward following consultation, the Welsh Government Early Years Expert Panel is due to report on a detailed workforce development plan later this year. It will be essential, given the international evidence about how to best support children's long term outcomes (eg OECD, 2012), that workforce development is planned in such a way that all those involved in early years provision have access to meaningful professional learning experiences that explore the why of pedagogy and practice as well as the what (see, for example, Waters and Payler, 2015;Oberhuemer, 2015).…”

Section: Policy Aspirationsmentioning

confidence: 99%

The view from Wales

Jones¹

2013

Child Care

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“…In Finland, teachers either have 3‐year university training leading to a bachelor's degree, or a BA in social sciences from a university of applied sciences, also of 3‐year duration. In Germany, however, only about 6% of educators have similar higher education qualifications, although the number is rising steadily (Oberhuemer, ).…”

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confidence: 99%

Adaptation and implementation of the German social–emotional learning programme Papilio in Finland: A pilot study

et al. 2019

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T his study investigated the cross-national adaptation and implementation of Papilio, a German social-emotional learning programme, in Finnish early childhood education and care (ECEC) centres. Papilio is a developmentally focused, scientifically based intervention programme focused on preventing behavioural problems and fostering social-emotional competence in children aged 3-7. The aim of this study was to investigate and evaluate the cross-national adaptation and cross-cultural adaptation and implementation of Papilio in the Finnish ECEC context. Results from qualitative interviews with one Finnish Papilio trainer, 11 early childhood education (ECE) teachers, two ECE special education teachers and two nursery nurses are supplemented with teachers' and nursery nurses' (N = 75) questionnaire data. Qualitative thematic analysis revealed that cultural adaptations were necessary on four levels: accommodation of materials, adaptation of the contents of the materials, structure and delivery. The materials and training contents were culturally adapted, whereas the delivery of the intervention was adapted according to Finnish ECEC practices. The structural adaptation included discarding timeout, due to opposition by some educators. The educators were committed to implementing the programme as instructed and resolving the practical difficulties they encountered. Their motivation to implement Papilio increased as they observed improvements in the children's social-emotional competence during intervention.

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Seeking new cultures of cooperation: a cross-national analysis of workplace-based learning and mentoring practices in early years professional education/training

Cited by 11 publications

References 4 publications

Studenters oppfatninger av god og dårlig praksisveiledning i barnehagelærerutdanning

Studenters oppfatninger av god og dårlig praksisveiledning i barnehagelærerutdanning

The view from Wales

Adaptation and implementation of the German social–emotional learning programme Papilio in Finland: A pilot study

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