Exploring Preschool Teachers' Professional Profiles in Swedish Preschool: A Latent Class Analysis

Autor/inn/en	Nasiopoulou, Panagiota; Williams, Pia; Sheridan, Sonja; Yang Hansen, Kajsa
Titel	Exploring Preschool Teachers' Professional Profiles in Swedish Preschool: A Latent Class Analysis
Quelle	In: Early Child Development and Care, 189 (2019) 8, S.1306-1324 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nasiopoulou, Panagiota) ORCID (Williams, Pia) ORCID (Yang Hansen, Kajsa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2017.1375482
Schlagwörter	Preschool Teachers; Profiles; Teacher Characteristics; Educational Background; Work Environment; Foreign Countries; Teacher Qualifications; Sweden + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Charakterisierung; Profilanalyse; Vorbildung; Arbeitsmilieu; Ausland; Lehrqualifikation; Schweden
Abstract	This article explores preschool teachers' professional profiles in Sweden. Considering various educational policy reforms in Sweden the last decades, this study is grounded in interactionist perspectives and Bronfenbrenner's bio-ecological model. A set of multiple professional indicators related to preschool teachers' educational background, personal characteristics and their working context were analysed applying latent class analysis as a person-oriented approach. The sample consists of 698 preschool teachers across different preschools in 46 municipalities in Sweden. The analysis revealed two subgroups of preschool teachers' professional profiles: (a) "late educated" (after the introduction of preschool curriculum in 1998) and (b) "early educated" (before the introduction of preschool curriculum in 1998). The pattern of graduation year, experience, continuous professional development and specified assignment in preschool was the most distinctive pattern across these profiles. Findings add to the ongoing debate on preschool teachers' professionalization suggesting an alternative analytic approach examining multiple indicators characterizing preschool teachers' professional profiles. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01