Extended Writing Demands -- A Tool for 'Academic Drift' and the Professionalisation of Early Childhood Profession?

Autor/inn/en	Erixon, Per-Olof; Erixon Arreman, Inger
Titel	Extended Writing Demands -- A Tool for 'Academic Drift' and the Professionalisation of Early Childhood Profession?
Quelle	In: Education Inquiry, 8 (2017) 4, S.337-357 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Erixon, Per-Olof) ORCID (Erixon Arreman, Inger)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2000-4508
DOI	10.1080/20004508.2017.1380488
Schlagwörter	Professionalism; Early Childhood Education; Academic Language; Unions; Foreign Countries; Public Sector; Writing (Composition); Preschool Teachers; Teacher Attitudes; Interpersonal Relationship; Educational Policy; Child Care; Municipalities; Preservice Teacher Education; Higher Education; Sweden + Suchen Sie Ihr Suchwort? Professionalität; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Ausland; Öffentlicher Sektor; Schreibübung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrerverhalten; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Politics of education; Bildungspolitik; Kinderfürsorge; Kinderbetreuung; Magistrat; Lehramtsstudiengang; Lehrerausbildung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Schweden
Abstract	This study explores the extended demands for writing in the Swedish public service sector of early childhood and how academic writing in the higher education programmes aimed at professional work in that sector is perceived to be of value for early childhood practice among practitioners. Empirical data was collected in individual interviews and focus groups among 65 early childhood staff in two different communities. The study points to an overall focus on assessments and evaluation in professional writing which tends to challenge everyday communication, i.e. everyday discourse for an internal audience (staff, parents and children). The study further indicates that professional writing holds implications for social relations and contributes to strengthened hierarchies among early childhood staff; younger generations more trained in academic writing tend to be 'ranked' higher than staff more experienced in practice. Whether the twin demands for 'professional' and 'academic' writing will contribute to a 'professional' early childhood staff community, as suggested in policy and teacher union rhetoric, remains an open question. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01