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dc.contributor.authorHavnes, Anton
dc.date.accessioned2019-04-24T13:20:16Z
dc.date.accessioned2019-04-25T09:21:10Z
dc.date.available2019-04-24T13:20:16Z
dc.date.available2019-04-25T09:21:10Z
dc.date.issued2018-09-20
dc.identifier.citationHavnes A. ECEC Professionalization?challenges of developing professional standards. European Early Childhood Education Research Journal. 2018;26(5):657-673en
dc.identifier.issn1350-293X
dc.identifier.issn1350-293X
dc.identifier.issn1752-1807
dc.identifier.urihttps://hdl.handle.net/10642/6976
dc.description.abstractWithin the early childhood education system, early childhood teachers are the weak element in two hierarchies, the governance hierarchy and the epistemological hierarchy. From the perspective of early childhood teacher professionalization, this is a paradox because professionalism is intrinsically linked to a relatively high degree of professional autonomy and control over one’s work. However, professional autonomy must be built on a set of professional standards – or commons – that clarify the values, priorities and knowledge that are shared among the professionals. In this project, a researcher (the author) and a group of early childhood teachers have worked out a set of professional standards for early childhood teachers, with Norway as context of analysis. The article aims to conceptualise what early childhood teachers view as the core of their professional practice. It conceptualises the attempt to develop professionalism ‘from within’ that professional practice, expressing professional standards from the perspective of professionals.en
dc.description.sponsorshipThis work was supported by The Research Council of Norway [grant number 249890/H20]. Norges forskningsråd 249890.en
dc.language.isoenen
dc.publisherTaylor & Francisen
dc.relation.ispartofseriesEuropean Early Childhood Education Research Journal;Volume 26, 2018 - Issue 5
dc.rightsThis is an Accepted Manuscript of an article published by Taylor & Francis in European Early Childhood Education Research Journal on 20/09/2018, available online: https://www.tandfonline.com/doi/full/10.1080/1350293X.2018.1522734en
dc.subjectECEC professionalismen
dc.subjectEarly childhood teacher rolesen
dc.subjectProfessionalizationen
dc.subjectProfessionalismen
dc.subjectProfessional knowledgeen
dc.subjectEarly childhood educationen
dc.titleECEC Professionalization - challenges of developing professional standardsen
dc.typeJournal articleen
dc.typePeer revieweden
dc.date.updated2019-04-24T13:20:16Z
dc.description.versionacceptedVersionen
dc.identifier.doihttp://dx.doi.org/10.1080/1350293X.2018.1522734
dc.identifier.cristin1617815
dc.source.journalEuropean Early Childhood Education Research Journal
dc.relation.projectIDNorges forskningsråd: 249890


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