Literaturnachweis - Detailanzeige
Autor/inn/en | Erixon, Per-Olof; Erixon Arreman, Inger |
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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 |
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 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). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |