Discourse of Efficiency: Conflicting Values in Educators’ Talk About Everyday Practices in the Cloakroom

Berge, Anita; Johansson, Eva; Bjervås, Lise-Lotte; Sigurdadottir, Ingibjorg; Puroila, Anna‐Maija

doi:10.1007/978-3-319-75559-5_18

Cited by 4 publications

(2 citation statements)

References 7 publications

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“…ECEC institutions are expected to provide the best possible conditions and support for the successful learning and integral development of every child, because every child has the right to experience belonging, to be equally valued and treated with respect, which are important features of inclusive education (Berge & Johansson, 2021) and a prerequisite for the prevention of RSE of children (Bašić, 2009;Dunst, 2009;Sukkar et al, 2017). The starting points, principles, values and goals of ECEC are defined by the National Curriculum for ECEC (hereinafter National curriculum, 2015).…”

Section: The Prevention Of Rse Of Children In Ececmentioning

confidence: 99%

To Be or Not to Be a Great Educator

2023

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The COVID-19 pandemic has brought teachers professional and personal challenges, creating particularly stressful crisis-like conditions for their learning and development. The aim of this qualitative study is to conceptualise teachers' learning experiences that have accompanied the transformations of their professional activity during the COVID-19 pandemic. Narrative interviews of teachers were conducted in Latvia in the spring/summer of 2022. They were coded and analysed according to thematic analysis method. This article entails the results of the first stage of the study. The study found that teachers' learning experiences during the COVID-19 pandemic are characterised by the paradigm of transformative learning as overcoming. Thematic structure of the learning experiences was developed and comprises 4 themes (dealing with limitations, seeking support from community, learning on the go, drawing conclusions) as well as 13 subthemes, which describe teachers' experiences in rich detail, revealing their complexity and variability. The article offers conclusions on the conceptualisations of teachers' experiences, discusses support and conditions needed to benefit from the experience and points to the significant role of context, relationships, and dedication for teachers to have beneficial learning experiences accompanying the transformations of their professional activity during the COVID-19 pandemic.

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Section: The Prevention Of Rse Of Children In Ececmentioning

confidence: 99%

To Be or Not to Be a Great Educator

2023

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“…In addition, the students who are trained as preschool teachers in an increasingly multicultural society need to be prepared to be able to offer children in preschool a socially sustainable and inclusive learning environment (cf. how Berge and Johansson 2021;Johansson and Rosell 2021;, discuss this concerning preschool and children's sense of belonging), since by doing so, they (when examined preschool teachers) can contribute to children's well-being and sense of belonging in ECEC.…”

Section: Introductionmentioning

confidence: 99%

Discursive Norms and Incentives for Equipping Students with Religion and Worldview Literacy in Swedish Preschool Teacher Education Policy

Raivio,

Skaremyr,

Kuusisto

2023

Religions

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The increasing societal diversity of religions and worldviews (R&W) in Swedish preschools affects what competencies today’s preschool teachers need and what needs to be taught in Swedish Preschool Teacher Education (PTE). The study aims to investigate the content and discursive norms regarding religion and worldviews in Swedish PTEs on a national policy level and contribute to knowledge in the research field of Religious Studies and Higher Education. The PTE curricula of all the twenty Higher Education institutions offering PTE in Sweden in 2022 are investigated using text-centred discourse analysis, together with a theoretical and analytical tool for analyzing different dimensions of the PTEs and the potential for them to function as socially sustainable communities of care. The results show that even though there might be implicit incentives for teaching about R&W, all but one of the educational curricula of the twenty PTEs in Sweden lack explicit mention of ‘religion’. Based on the results, we can see that at a national policy level, the content of the educational curricula reproduces liberal secular and humanist worldviews as norms for the PTEs. There is also a lack of explicit policy-related incentives for the PTEs to promote social sustainability regarding equipping students with proper knowledge and skills for developing care-centered and norm-critical R&W literacy.

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Digital ist besser!? – Wie Software das Verständnis von guter Schule neu definiert

Troeger

Zakharova

Macgilchrist

et al. 2023

Die Datafizierte Schule

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ZusammenfassungIn diesem Beitrag werden die Entwicklung und der Vertrieb von Bildungstechnologien untersucht: Lernsoftware und Schulverwaltungssoftware. Gefragt wird, welche Probleme diese Software aus Sicht ihrer Softwaregestaltungsteams lösen soll, und wie dabei eine „gute Schule“ imaginiert wird. Analysiert werden Interviews mit Softwaregestaltungsteams, das heißt, Geschäftsführer*innen, Entwickler*innen, Designer*innen, Projektmanager*innen, Vertriebler*innen und weiteren an der Entwicklung und Distribution von Schulsoftware beteiligten Personen. Zwei zentrale Themenfelder werden identifiziert: Die Gestaltungsteams zielen darauf, (1) die Entlastung der schulisch relevanten Akteur*innen zu ermöglichen und (2) Eigenverantwortlichkeit an Lernende und Schulen zu übertragen. Welche Spannungen dabei entstehen und wie diese Ziele „gute Schule“ als individualisiert jedoch kollektiviert und als reibungslos jedoch spannungsreich entwerfen, wird im Fazit diskutiert. Der Beitrag skizziert zudem alternative Fluchtlinien zu anderen Entwicklungsmöglichkeiten und kartiert weitere Fragen für zukünftige Forschung zur Entwicklung von digitalen Bildungstechnologien.

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Discourse of Efficiency: Conflicting Values in Educators’ Talk About Everyday Practices in the Cloakroom

Cited by 4 publications

References 7 publications

To Be or Not to Be a Great Educator

To Be or Not to Be a Great Educator

Discursive Norms and Incentives for Equipping Students with Religion and Worldview Literacy in Swedish Preschool Teacher Education Policy

Digital ist besser!? – Wie Software das Verständnis von guter Schule neu definiert

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