Trajectories in teacher education: Recognising prior learning in practice

Andersson, Per; Hellberg, Kristina

doi:10.1080/13598660903052274

Cited by 9 publications

(4 citation statements)

References 14 publications

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“…Their trajectories could be compared those of child minders whose experience and competence leads them to enter to a pre-school teaching programme. Andersson and Hellberg (2009) show how these child minders' experiences from the community of the pre-school help them develop a more central or full participation in the community of practice for teacher education at the university. Students in courses for adult educators similarly describe a more developed and competent participation if they have prior experiences in adult education.…”

Section: Vague Opportunity Structure For Becoming An Adult Educatormentioning

confidence: 99%

Qualification paths of adult educators in Sweden and Denmark

Andersson

Köpsén

Larson

et al. 2013

Studies in Continuing Education

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The qualification of adult educators is a central aspect of the quality of adult education. However, within current policy discourses and adult education research on the professional development of prospective adult educators, little attention is paid to teacher qualification when compared to other fields of education and training. In this study, we analyse the qualification paths, or learning trajectories, of prospective adult educators in Sweden and Denmark. The analysis is based on narrative interviews with 29 students in training to become adult educators. The career paths of adult educators are often long and winding roads. Becoming an adult educator could be their primary desire, but it could also be their 'Plan B', a second choice. Individual motives and external demands interact in the professionalisation process. A shift in focus from teaching subject and methods to teaching context and the relation to the learners is part of the professional development. Finally, we argue that both academic studies and hands-on work in the adult education community are crucial parts of the adult educator's qualification path.

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Section: Vague Opportunity Structure For Becoming An Adult Educatormentioning

confidence: 99%

Qualification paths of adult educators in Sweden and Denmark

Andersson

Köpsén

Larson

et al. 2013

Studies in Continuing Education

Self Cite

View full text Add to dashboard Cite

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“…For instance scholars and perspectives drawn upon include: poststructuralism (Andersson & Osman, 2008;Fejes, 2008Fejes, , 2012; critical social theory, for instance, Jürgen Habermas (Houlbrook, 2012, Sandberg, 2010, 2012a, 2012bSandberg & Andersson, 2011), Axel Honneth (Hamer, 2012;Sandberg 2012a;Sandberg & Kubiak, 2013), and Pierre Bourdieu (Cooper, 2011); sociology of translation (Diedrich, 2012); transformative learning (Stevens, Gerber, & Hendra, 2010); socio-cultural theory (Andersson & Hellberg, 2009); and a constructivist perspective (Fejes & Andersson, 2009). …”

Section: Rpl Research and Theorymentioning

confidence: 99%

Introducing research on recognition of prior learning

Andersson

Fejes

Sandberg

2013

International Journal of Lifelong Education

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“…In Fenech and Sumsion's study (2007b, p. 119), ECEs fuelled a collective 'ethic of resistance' via critical reflexivity with which they 'challeng[ed] taken-for-granted assumptions and truths, and interrogat[ed] the social and political underpinnings and ramifications of accepted ways of practice'. The use of theoretically-informed critical reflection also enabled ECEs to imagine 'other possibilities' for themselves -in their 'professional' roles (Fenech & Sumsion, 2007b;Langford, 2008;Andersson & Hellberg, 2009;Giugni, 2011), in relation to policy (Osgood, 2010), to make links with their 'intuitive' understandings (Moyles, 2001;Johansson et al, 2007), and as the basis for advocating and justifying their practice choices (Moyles, 2001;Edwards, 2005Edwards, , 2006Fenech & Sumsion, 2007a;Sisson, 2009). Educators in the studies we analysed attributed their development of capacity for critical reflexivity to involvement in (for example): university-level study (Fenech & Sumsion, 2007b); professional learning (Moyles, 2001;Edwards, 2005Edwards, , 2006Fenech et al, 2010;Osgood, 2010); and/or by taking part in research projects that involved their engagement with critically reflective practices (Moyles, 2001;Edwards, 2005Edwards, , 2006Bown & Sumsion, 2007;Fenech & Sumsion, 2007b;Fenech et al, 2010).…”

Section: Critically Reflective Practicesmentioning

confidence: 99%

“…Four studies did not specify ECEs' qualifications. Teacher educators and children were included in some participant cohorts -teacher educators in Einarsdottir (2003), Sargent (2004), Colley (2006), Langford (2007), and Andersson & Hellberg (2009), and children in Giugni (2011) and Skattebol (2003). However, given the focus of this article upon ECEs, these other accounts have not formed part of our analysis.…”

Section: Phases Of the Meta-analysismentioning

confidence: 99%

Reading between the Lines: An Interpretative Meta-Analysis of Ways Early Childhood Educators Negotiate Discourses and Subjectivities Informing Practice

Cumming

Sumsion

Wong

2013

Contemporary Issues in Early Childhood

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Considerable attention has been paid across international contexts to structural factors affecting the sustainability of the early childhood workforce. While attention to these elements is vital, it can nevertheless overshadow less tangible elements that may contribute to, or assist in addressing, problems of workforce sustainability. In particular, an existing body of literature suggests that discourses and subjectivities play an important role in informing early childhood practice. In this article we report on an interpretative meta-analysis of 38 empirical studies from 9 countries, which are concerned with ways early childhood educators negotiate discourses and subjectivities informing early childhood practice. We found that early childhood educators participating in these empirical studies used a highly complex set of strategies to negotiate the relations of power that operate within and between discourses and subjectivities informing early childhood practice. We conclude that understanding more about ways early childhood educators negotiate discourses and subjectivities has the potential to inform efforts to address problems of workforce sustainability, and is worthy of further study. children, families, and for ECEs themselves (UNICEF, 2008; Institute of Medicine and National Research Council, 2012). Attention to structural elements and issues is vital, but, can however, overshadow 'less tangible' elements that may contribute to, or assist in addressing, problems of workforce sustainability. For example, an existing body of literature relating to the early childhood field suggests that prominent discourses-such as those of professionalism (

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Trajectories in teacher education: Recognising prior learning in practice

Cited by 9 publications

References 14 publications

Qualification paths of adult educators in Sweden and Denmark

Qualification paths of adult educators in Sweden and Denmark

Introducing research on recognition of prior learning

Reading between the Lines: An Interpretative Meta-Analysis of Ways Early Childhood Educators Negotiate Discourses and Subjectivities Informing Practice

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