The Degree Project in Swedish Early Childhood Education and Care -- What Is at Stake?

Autor/inn/en	Arreman, Inger Erixon; Erixon, Per-Olof
Titel	The Degree Project in Swedish Early Childhood Education and Care -- What Is at Stake?
Quelle	In: Education Inquiry, 6 (2015) 3, S.309-332, Artikel 27779 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2000-4508
DOI	10.3402/edui.v6.27779
Schlagwörter	Teacher Educators; Teacher Attitudes; Foreign Countries; Undergraduate Students; Teacher Education Programs; Early Childhood Education; Child Care; Intellectual Disciplines; Epistemology; Student Teachers; Creativity; Academic Language; Writing (Composition); Program Descriptions; Theses; Student Projects; Sweden + Suchen Sie Ihr Suchwort? Teacher education; Education; Lehrerausbildung; Lehrerbildung; Lehrerverhalten; Ausland; Early childhood; Frühkindliche Bildung; Frühpädagogik; Kinderfürsorge; Kinderbetreuung; Geisteswissenschaften; Erkenntnistheorie; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Kreativität; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Schreibübung; These; Schulprojekt; Schweden
Abstract	This study deals with the undergraduate degree project in teacher training programmes for early childhood education and care in Sweden. For the study we draw on documents and qualitative interviews with teacher educators of different disciplinary backgrounds. The aims of this study were to identify discourses on the degree project in the field of early childhood education and care: (1) in documents; and (2) among teacher educators. Our study points to the tensions between discourses on the degree project as being of primary relevance for the vocational field, or as preparation for research activities. It also shows that varying perceptions on the degree project among teacher educators are largely related to different disciplinary fields. It further emerges that teacher educators have different views about text norms for the degree project, based on different underlying epistemologies to which the student teachers must adapt. We conclude that the multiple and often contradictory requirements of the degree project need critical examination and be reviewed. We also suggest an opening up for new and more creative ways of dealing with the degree project, with greater recognition of professional values and knowledges in the field. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01