Teachers' Work with Documentation in Preschool: Shaping a Profession in the Performing of Professional Identities

Autor/in	Löfgren, Håkan
Titel	Teachers' Work with Documentation in Preschool: Shaping a Profession in the Performing of Professional Identities
Quelle	In: Scandinavian Journal of Educational Research, 59 (2015) 6, S.638-655 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-3831
DOI	10.1080/00313831.2014.965791
Schlagwörter	Interviews; Preschool Teachers; Professional Identity; Standards; Educational Policy; Teacher Attitudes; Foreign Countries; Personal Narratives; Accountability; Qualitative Research; Reggio Emilia Approach; Parent Teacher Cooperation; Preschool Education; Reflection; Sweden + Suchen Sie Ihr Suchwort? Interviewing; Interviewtechnik; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Standard; Politics of education; Bildungspolitik; Lehrerverhalten; Ausland; Erlebniserzählung; Verantwortung; Qualitative Forschung; Reggio-Pädagogik; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Schweden
Abstract	This article analyses how the teaching profession takes shape when policy demands on increased documentation in preschool is interpreted and enacted by teachers. The profession and professional identities take shape in the tension between two forms of professionalism: occupational professionalism, based on collegial authority, and organizational professionalism, regulated by policy, bureaucracy, and markets. Interviews with preschool teachers about documentation and parents highlight how different professional identities not only took form in the policy interpretation process, but also worked as arguments for ways of dealing with change. A major conclusion is that it would be a win-win situation for professionals, children/parents, and central/local authorities if the influence of occupational professionalism was strengthened through a revaluation of teachers' experiences and professional standards. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01