Lithuanian and Polish educators’ learning during a short study trip to Norwegian early childhood education and care
Bibliographic Data
| ID | 18969095 |
|---|---|
| Authors | Alicja R Sadownik (0000-0002-1198-8873, Western Norway University of Applied Sciences, corresponding author), Dziuginta Baraldsnes (0000-0002-8475-9596, Western Norway University of Applied Sciences) |
| Year | 2019 |
| Volume | 25 |
| Issue | 4 |
| Pages | 559-588 |
| Publication date | 2019-12-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Culture & Psychology (JOURNAL) |
| Journal identifiers | ISSN: 1354-067X • E-ISSN: 1461-7056 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/1354067x19845064 |
| OpenAlex | W2940545736 |
| Language | EN |
| References cited | 17 |
More and more institutions from different sectors are promoting and using short study trips as a way of learning. This paper focuses on what learning during this particular activity setting might be about by analyzing experiences from two study trips that Lithuanian and Polish educators made to Norway to explore and learn from Norwegian early childhood education and care practices. The results provide insight into the activities of and reflections on study trips in which teachers, researchers, and administrators from different countries participated. As the dialectics between the home countries and the visited country were clearly articulated by the participants of the study trips, we decided to analyze the results in a cultural-historical theoretical framework that “embraces” the cultural and institutional heritage of all the countries. We tracked the qualities of learning that took place at the intersection of theoretical and situated learning and regarded (a) comparing—as situating oneself in relation to “the new”, (b) understanding—situating oneself in the visited context and trying to understand the “new” practices from the local perspective, and (c) reflecting on conditions for situating the “other” practices in the home country; which allowed considering the possibility of change making. Our conclusions prompted a discussion about the power–knowledge relationships identified during this particular activity setting
Early childhood education · Geography · Lithuanian · Norwegian · Pedagogy · Political science · Public relations · Situated · Sociology · TRIPS architecture · Education Systems and Policy · Engineering · Global Educational Policies and Reforms · Innovative Education and Learning Practices
Research Methods in Education
The Content Analysis Guidebook
The Playing Learning Child
Qualitative Analysis and Documentary Method
Qualitative Social Research
Children's Development as Participation in Everyday Practices across Different Institutions
Children's Development from a Cultural–Historical Approach
Learning globally, teaching locally
Commentary
Cognition in Practice
Situated Learning
Situated Learning and Cognition
Strategies for Dealing with Conflicts in Value Positions between Home and School
| Citation velocity | historical |
|---|---|
| Highly cited | No |