Preschool Teachers’ Child-Centered Beliefs: Direct and Indirect Associations with Work Climate and Job-Related Wellbeing

Learning areas for holistic education: kindergarten teachers’ curriculum priorities, professional development needs, and beliefs

“…The educational literature has consistently shown the importance of teachers' beliefs about children and how they learn, which play a central role in shaping teachers' expectations, interactions with children, instructional practices, classroom environment, and even children's learning and achievement (Hur et al 2015;Wall et al 2015). There is some evidence that teachers who hold more progressive, child-centered beliefs about education and knowledge acquisition tend to have classrooms with more positive social climate, allowing children to construct their own knowledge instead of emphasizing on rote learning (Pianta 2016;Stipek and Byler 1997).…”

“…For example Fuligni et al (2009) found that PD focused on family child care allowed teachers to enhance their authoritative or democratic beliefs about children, whereas PD related to child development enhanced the positive emotional climate in the classroom. More recently, Hur et al (2015) have investigated the predictors of teachers' child-centered beliefs with a large sample of preschool educators in the United States. The results showed that teachers' perceived collegiality and influence had positive associations with job-related satisfaction, which in turn was positively associated with child-centered beliefs.…”

Att stöda pedagogers relationella professionalism genom forskningscirklar

“…Denna aspekt framstår som särskilt intressant mot bakgrund av att verksamhetskulturen i allt högre grad betraktas som en kärnfråga i styrdokumenten för den finländska småbarnspedagogiken och förskoleundervisningen. Här kan arbete i forskningscirkel bidra till utvecklandet av en fungerande verksamhetskultur och ett gott arbetsklimat med goda kollegiala relationer och välmående som grund (jfr Hur, Jeon & Buettner, 2016;Lazzari, 2012). Exempelvis kan ökad teoretisk kunskap öppna upp för personlig mognad, vilket i sin tur kan leda till förändringar i förhållningssättet till såväl barn som kolleger.…”

Coinvolgimento lavorativo degli educatori del nido e degli insegnanti della scuola dell’infanzia: studio quali-quantitativo

“…La collaborazione con i colleghi, concordando obiettivi di lavoro comuni, all'interno di un gruppo disponibile al dialogo, supportivo e collaborativo, viene riconosciuta da una larga percentuale del nostro campione (41%) come un aspetto centrale del proprio benessere lavorativo; a ciò si aggiunge la presenza di dirigenti scolastici competenti, vigili e attenti alle dinamiche che occorrono nell'ambiente di lavoro. Tali elementi trovano ampio riscontro in letteratura (Hakanen, 2006;Schreyer e Krause, 2016;Løvgren, 2016;Hur et al, 2016).…”