Dealing with Uncertainty: Challenges and Possibilities for the Early Childhood Profession

Autor/in	Urban, Mathias
Titel	Dealing with Uncertainty: Challenges and Possibilities for the Early Childhood Profession
Quelle	In: European Early Childhood Education Research Journal, 16 (2008) 2, S.135-152 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
Schlagwörter	Stellungnahme; Early Childhood Education; Hermeneutics; Theory Practice Relationship; Professional Development; Knowledge Base for Teaching; Critical Thinking; Persuasive Discourse; Educational Philosophy; Educational Theories; Educational Objectives; Barriers; Performance Factors; Training Methods; Foreign Countries; Germany + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Hermeneutik; Theorie-Praxis-Beziehung; Teaching theory; Theory of teaching; Unterrichtstheorie; Kritisches Denken; Persuasion; Persuasive Kommunikation; Bildungsphilosophie; Erziehungsphilosophie; Educational theory; Theory of education; Bildungstheorie; Educational objective; Bildungsziel; Erziehungsziel; Leistungsindikator; Didaktik; Trainingsmaßnahme; Ausland; Deutschland
Abstract	In many countries, strategies to further develop services and institutions for the education and care of young children are linked to a discourse on professionalism. Ambitious policy goals, it is argued, can only be achieved by a skilled and qualified workforce whose practice is guided by a professional body of knowledge. This article argues that the prevailing conceptualisation of the early childhood professional is constructed out of a particular, hierarchical mode of producing and applying expert knowledge that is not necessarily appropriate to professional practice in the field of early childhood education. However, it is highly effective and contributes to forming a professional habitus that contradicts the relational core of early childhood practice. Drawing on the conceptual framework of hermeneutics, the article explores an alternative paradigm of a relational, systemic professionalism that embraces openness and uncertainty, and encourages co-construction of professional knowledges and practices. Research, in this frame of thinking, is understood as a dialogic activity of asking critical questions and creating understandings across differences, rather than producing evidence to direct practice. (Contains 12 notes.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10