Learning in preschool
Teachers’ talk about their work with documentation in Swedish preschools
Bibliographic Data
| ID | 12724860 |
|---|---|
| Authors | Håkan Löfgren (0000-0002-7420-0801, Linköping University, corresponding author) |
| Year | 2015 |
| Volume | 15 |
| Issue | 2 |
| Pages | 130-143 |
| Publication date | 2015-05-25 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Early Childhood Research (JOURNAL) |
| Journal identifiers | ISSN: 1476-718X • E-ISSN: 1741-2927 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/1476718x15579745 |
| OpenAlex | W325185561 |
| Language | EN |
| Citations received | 5 |
| References cited | 14 |
This article investigates preschool teachers’ professionalism and professional strategies in relation to narratives about learning in preschool. These are expressed through the teachers’ talk about documentation. A policy on increased systematic documentation in preschools has been introduced in Sweden. Preschool teachers were interviewed about their work with documentation in different preschool settings. The analysis departs from theories considering education policy as interpreted and enacted in local contexts and from theories that stress the actor’s perspective on preschool teaching professionalism. Furthermore, the teachers’ references to an institutional narrative about learning are the focus. Institutional narratives that construct breaks and continuities within the institution’s past are referred to in texts and talk within institutions. They are used as a means to govern the institution and by the teachers to position themselves. Results show that the teachers frequently refer to a ‘preschool-kind of learning’ that departs from the children’s interests in their talk about documentation. This, I argue, stands out as a professional strategy that allows teachers to deal with contradictory policies about what should be documented. In their talk about how to conduct documentation, the teachers position themselves as learners. This is a way of ‘doing professionalism’ that allows teachers to deal with demands for accountability in a way that also allows for professional agency
Accountability · Agency (philosophy · Construct (python library · Documentation · Institution · Linguistics · Mathematics education · Narrative · Pedagogy · Perspective (graphical · Political science · Professional development · Social science · Sociology · Computer Science · Global Educational Policies and Reforms · Innovative Education and Learning Practices · Psychology · Teacher Education and Leadership Studies
Methodological development through critical reflections on a study focusing on daily valuable encounters in early childhood settings
Pedagogical documentation and systematic quality work in early childhood
Early childhood educators’ reflections on pedagogical documentation
When differences are made into likenesses
Teachers’ work in the Swedish School Inspectorate’s quality audits in a time of accountability
| Unique citing works | 5 |
|---|---|
| Citations per year | 0,83 |
| Citation span | 2020 - 2026 (7) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 5 |