Ineke Oenema-Mostert
Biographic Data
| ID | 6329648 |
|---|---|
| NAME | Ineke Oenema-Mostert |
| GIVEN NAMES | Ineke |
| FAMILY NAME | Oenema-Mostert |
| SIGNATURE | OENEMA-MOSTERT I |
| AFFILIATIONS | Academy of Primary Education, NHL Stenden University of Applied Sciences, Leeuwarden, the Netherlands |
| VERIFIED | No |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 3 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 1 |
En/countering the doings of standards in early childhood education
There has been an increasing move worldwide in education policy towards standardization in combination with a global trust in digital quantification and calculation. These policies cause frictions in early childhood education (ECE). Hence, this paper examines the way standards ‘work’ in ECE. The empirical study draws on the ideas of Actor-Network Theory to recount and examine the highly material processes of calculation and representation, in whi…
Meeting ontologies
How does a researcher investigate phenomena that continually emerge through, with and as various practices? This paper explores this question, drawing on transformative reflections on the unfolding process of an empirical research project investigating professional practice in Dutch early childhood education. The project initially applied an open, exploratory mixed-methods research design, with the aim of gaining a comprehensive understanding of …
Constrained or sustained by demands? Perceptions of professional autonomy in early childhood education
Early childhood teachers worldwide feel that their ability to act according to their professional knowledge and values is constrained. This sense of constraint is commonly attributed to the pressures of accountability policies, aimed at ensuring and improving educational quality. By law, Dutch schools are free to choose how they design their teaching practices. Nevertheless, efforts by the government to control daily teaching practices are encoun…
Aiming for agency. The effects of teacher education on the development of the expertise of early childhood teachers
En/countering the doings of standards in early childhood education
There has been an increasing move worldwide in education policy towards standardization in combination with a global trust in digital quantification and calculation. These policies cause frictions in early childhood education (ECE). Hence, this paper examines the way standards ‘work’ in ECE. The empirical study draws on the ideas of Actor-Network Theory to recount and examine the highly material processes of calculation and representation, in whi…
Aiming for agency. The effects of teacher education on the development of the expertise of early childhood teachers
Constrained or sustained by demands? Perceptions of professional autonomy in early childhood education
Early childhood teachers worldwide feel that their ability to act according to their professional knowledge and values is constrained. This sense of constraint is commonly attributed to the pressures of accountability policies, aimed at ensuring and improving educational quality. By law, Dutch schools are free to choose how they design their teaching practices. Nevertheless, efforts by the government to control daily teaching practices are encoun…
Aiming for agency. The effects of teacher education on the development of the expertise of early childhood teachers
Meeting ontologies
How does a researcher investigate phenomena that continually emerge through, with and as various practices? This paper explores this question, drawing on transformative reflections on the unfolding process of an empirical research project investigating professional practice in Dutch early childhood education. The project initially applied an open, exploratory mixed-methods research design, with the aim of gaining a comprehensive understanding of …
En/countering the doings of standards in early childhood education
There has been an increasing move worldwide in education policy towards standardization in combination with a global trust in digital quantification and calculation. These policies cause frictions in early childhood education (ECE). Hence, this paper examines the way standards ‘work’ in ECE. The empirical study draws on the ideas of Actor-Network Theory to recount and examine the highly material processes of calculation and representation, in whi…
Pedagogy (4 works) · Political science (4 works) · Early childhood education (3 works) · Early Childhood Education and Development (3 works) · Social science (3 works) · Sociology (3 works) · Accountability (2 works) · Actor–network theory (2 works) · Autonomy (2 works) · Developmental psychology (2 works)