Experts or good educators – or both? The development of early childhood educators’ expertise in Finland

Iiris, Happo; Määttä, Kaarina; Uusiautti, Satu

doi:10.1080/03004430.2011.646719

Cited by 15 publications

(20 citation statements)

References 34 publications

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“…Schein (1985) emphasises that operational habits are very deeply ingrained in the organisational culture. In addition, Happo, Määttä and Uusiautti (2012) have shown that a conservative societal setting in ECEC centres can hinder the development of the educators' expertise and prevent the development work.…”

Section: Discussionmentioning

confidence: 99%

Researching Finnish Early Childhood Teachers’ Pedagogical Work Using Layder's Research Map

Ukkonen-Mikkola

Fonsén

2018

Australasian Journal of Early Childhood

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This study examines the experiences of early childhood teachers in their everyday pedagogical work. The data for this qualitative study consists of the diaries of early childhood teachers. Layder's (1993) research map has been used to structure the theoretical background and provide an analytical frame to categorise the data. The results show that early childhood teachers' work is complex and demanding, but they did encounter successes in their work. Certain common themes were identified on the levels of Layder's research map. These themes, which were experienced both as successes and challenges, included laws and steering documents, values and attitudes, pedagogical principles and solutions, leadership, collaborative structures, interaction, professional self-conception and skills. The challenges in the teachers' work were caused by differing professional values, a lack of discussion, and inoperative organisational structures and practices, among others.

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Section: Discussionmentioning

confidence: 99%

Researching Finnish Early Childhood Teachers’ Pedagogical Work Using Layder's Research Map

Ukkonen-Mikkola

Fonsén

2018

Australasian Journal of Early Childhood

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“…In the past, ECE professionals have struggled for recognition of the profession (Helterbran & Fennimore, 2004;Lobman & Ryan, 2007). Current literature demonstrates a growing appreciation for ECEs as professionals (Dalli, 2008) who have unique training and expertise (Brock, 2013;Happo, Maatta & Uusiautti, 2012;Langford, 2007). However, moving away from the literature to the lived realities of ECEs, there are many stories that can be found on social media venues such as Facebook, that document the challenges RECEs in Ontario face in their daily work.…”

Section: Insider Positionalitymentioning

confidence: 99%

A discourse analysis of the College of Early Childhood educators communications: how do they shape the professional identity of Ontario's registered early childhood educators?

Cameron¹

2021

Preprint

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The College of Early Childhood Educators (CECE) regulates registered early childhood educators (RECEs) in Ontario, Canada. The CECE distributes numerous communications to RECEs, whereby the text (both implicitly and explicitly) works to situate ECEs within a particular professional identity. This research study applies discourse analysis to code and categorize text from 66 communications disseminated by the CECE to RECEs. I identify five key discourses as well as several discursive strategies used to reinforce the discourses that contribute to the construction of a professional identity for Ontario RECEs. This study also employs two theoretical frameworks, feminist theory and critical race theory (CRT), to examine “what is not being said” by the CECE about the realities of RECE working conditions. I offer a counter-discourse to provide a narrative account of how particular RECE working conditions and real life professional experiences collide with the five discourses, and create a professional crisis in a current patchwork system. Keywords: professional identity, discourses, constructionism, feminist theory, critical race theory (CRT)

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“…Observing and refl ecting on one's own action, and then using this observation and refl ection, is a way of bringing about change (Taggart, 2005). Refl ection should take place in early childhood education on a daily basis (Happo, Määttä, & Uusiautti, 2012).…”

Section: How To Use Love-based Leadership In Early Childhood Education?mentioning

confidence: 99%

“…We have earlier claimed that love cannot be ignored when refl ecting good teacherhood in every educational level . For example, in Happo's (Happo, 2006; see also Happo, Määttä, & Uusiautti, 2012) study devoted to early childhood education, love, genuine caring, and tenderness were described as signifi cant components of early childhood education and their meaning to a child has been recognized.…”

Section: Introductionmentioning

confidence: 99%

Love-Based leadership in early childhood education

Uusiautti

Määttä

2020

JECS

Self Cite

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A day care center is not just any place where children can spend their day while parents are at work. How to ensure that children have good childhood experiences and how to sup-port their positive development from the very beginning of their educational career? In this study, we introduce the concept of love-based leadership and discuss its role and implemen-tation in early education. Love-based leadership in early education is a method that renews teachers’ professional skills. The Finnish early childhood education system offers favorable premises for love-based leadership in early education. The method should also be included in the curriculum of future early childhood education teachers.

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Experts or good educators – or both? The development of early childhood educators’ expertise in Finland

Cited by 15 publications

References 34 publications

Researching Finnish Early Childhood Teachers’ Pedagogical Work Using Layder's Research Map

Researching Finnish Early Childhood Teachers’ Pedagogical Work Using Layder's Research Map

A discourse analysis of the College of Early Childhood educators communications: how do they shape the professional identity of Ontario's registered early childhood educators?

Love-Based leadership in early childhood education

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