Preschool Teachers and Caregivers Positioning and Re Positioning in Preschool Due to New Division of Responsibilities in Policy Documents
Document identifier: oai:DiVA.org:ltu-77817
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10.33422/3rd.icetl.2020.02.46Keyword: Social Sciences,
Educational Sciences,
Pedagogy,
Samhällsvetenskap,
Utbildningsvetenskap,
Pedagogik,
Caregivers,
Leadership,
Positioning,
Preschool,
Preschool teacher,
EducationPublication year: 2020Relevant Sustainable Development Goals (SDGs):
The SDG label(s) above have been assigned by OSDG.aiAbstract: In Swedish preschools two occupational categories working side-by-side in working team: preschool teachers and caregivers. In 2011, a new educational reform was introduced in Sweden were preschool become a school form in its own right within the overall educational system. The Swedish preschool teacher profession was changed and strengthened were preschool teachers were given a clearer responsibility for the quality of the educational practice and for the work being carried out in line with the curriculum assignment. This resulted in a division of labor between the working team, the preschool teacher and the preschool principal. This study explores how preschool teacher and caregivers in Swedish preschools position themselves in relation to the changed responsibility between preschool teachers and the work team in preschool practice. Using a qualitative research design, this study collected data comprising 17 open-ended questionnaire with preschool teachers and caregivers in preschool. The result shows that both preschool teachers and caregivers position themselves as equal doing the same work, which indicate a challenge to reposition by moving away from their previous position with equal responsibility in the working team. Caregivers degrade preschool teachers’ profession and position and upgrade their own competence and position as equal preschool teachers. Preschool teachers on the other hand upgrade caregivers’ competence and position and degrade their own competence and position.
Authors
Anna Öqvist
Luleå tekniska universitet; Pedagogik, språk och Ämnesdidaktik
Other publications
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Sara Cervantes
Luleå tekniska universitet; Pedagogik, språk och Ämnesdidaktik
Other publications
>>
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header:
identifier: oai:DiVA.org:ltu-77817
datestamp: 2021-06-10T23:05:42Z
setSpec: SwePub-ltu
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recordInfo:
recordContentSource: ltu
recordCreationDate: 2020-02-23
identifier:
http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-77817
10.33422/3rd.icetl.2020.02.46
titleInfo:
@attributes:
lang: eng
title: Preschool Teachers and Caregivers Positioning and Re Positioning in Preschool Due to New Division of Responsibilities in Policy Documents
abstract: In Swedish preschools two occupational categories working side-by-side in working team: preschool teachers and caregivers. In 2011 a new educational reform was introduced in Sweden were preschool become a school form in its own right within the overall educational system. The Swedish preschool teacher profession was changed and strengthened were preschool teachers were given a clearer responsibility for the quality of the educational practice and for the work being carried out in line with the curriculum assignment. This resulted in a division of labor between the working team the preschool teacher and the preschool principal. This study explores how preschool teacher and caregivers in Swedish preschools position themselves in relation to the changed responsibility between preschool teachers and the work team in preschool practice. Using a qualitative research design this study collected data comprising 17 open-ended questionnaire with preschool teachers and caregivers in preschool. The result shows that both preschool teachers and caregivers position themselves as equal doing the same work which indicate a challenge to reposition by moving away from their previous position with equal responsibility in the working team. Caregivers degrade preschool teachers’ profession and position and upgrade their own competence and position as equal preschool teachers. Preschool teachers on the other hand upgrade caregivers’ competence and position and degrade their own competence and position.
subject:
@attributes:
lang: eng
authority: uka.se
topic:
Social Sciences
Educational Sciences
Pedagogy
@attributes:
lang: swe
authority: uka.se
topic:
Samhällsvetenskap
Utbildningsvetenskap
Pedagogik
@attributes:
lang: eng
topic: Caregivers
@attributes:
lang: eng
topic: Leadership
@attributes:
lang: eng
topic: Positioning
@attributes:
lang: eng
topic: Preschool
@attributes:
lang: eng
topic: Preschool teacher
@attributes:
lang: swe
authority: ltu
topic: Pedagogik
genre: Research subject
@attributes:
lang: eng
authority: ltu
topic: Education
genre: Research subject
language:
languageTerm: eng
genre:
conference/other
ref
note:
Published
2
ISBN för värdpublikation: 978-609-8239-83-6
name:
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type: personal
authority: ltu
namePart:
Öqvist
Anna
role:
roleTerm: aut
affiliation:
Luleå tekniska universitet
Pedagogik språk och Ämnesdidaktik
nameIdentifier: anoq
@attributes:
type: personal
authority: ltu
namePart:
Cervantes
Sara
1972-
role:
roleTerm: aut
affiliation:
Luleå tekniska universitet
Pedagogik språk och Ämnesdidaktik
nameIdentifier:
sace
0000-0002-6311-4959
originInfo:
dateIssued: 2020
publisher: Diamond Scientific Publishing
relatedItem:
@attributes:
type: host
titleInfo:
title: Proceedings of The 3rd International Conference on Research in Education Teaching and Learning
part:
extent:
start: 126
end: 126
physicalDescription:
form: print
typeOfResource: text