Akademisk kunnskap og pedagogisk faglighet i barnehagen
An increasing number of preschool teachers have a master's degree, and in Norway, employing preschool teachers with a master’s-level education is a stated political objective. In both Norway and Denmark, there is growing demand for greater expertise in preschool and more career options for preschool...
Պահպանված է:
| Հիմնական հեղինակներ: | , , , , , , |
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| Ձևաչափ: | Online |
| Լեզու: | դանիերեն նորվեգերեն |
| Հրապարակվել է: |
Cappelen Damm Akademisk/NOASP (Nordic Open Access Scholarly Publishing)
2024
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| Խորագրեր: | |
| Առցանց հասանելիություն: | OCN: 1417046593 |
| Ցուցիչներ: |
Չկան պիտակներ, Եղեք առաջինը, ով նշում է այս գրառումը!
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| _version_ | 1869525547727454208 |
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| author | Pettersvold, Mari Rothuizen, Jan Jaap Østrem, Solveig Due, Sisse Greve, Anne Axelsen Ivarson, Kristina Kasin, Olav |
| author_browse | Axelsen Ivarson, Kristina Due, Sisse Greve, Anne Kasin, Olav Pettersvold, Mari Rothuizen, Jan Jaap Østrem, Solveig |
| author_facet | Pettersvold, Mari Rothuizen, Jan Jaap Østrem, Solveig Due, Sisse Greve, Anne Axelsen Ivarson, Kristina Kasin, Olav |
| author_sort | Pettersvold, Mari |
| collection | Directory of Open Access Books |
| description | An increasing number of preschool teachers have a master's degree, and in Norway, employing preschool teachers with a master’s-level education is a stated political objective. In both Norway and Denmark, there is growing demand for greater expertise in preschool and more career options for preschool teachers and educators. Thus, there is also a need for greater understanding about the impact of academic knowledge on preschool pedagogical practice.
In this anthology, new empirical knowledge is presented on how master's-level competence is applied practically within the preschool context, and how academic knowledge is found relevant in practice. The empirical material that forms the basis of this anthology is qualitative interviews with master's-educated teachers in Norwegian and Danish preschools as well as a survey sent to all preschools in Norway. The anthology is also based on historical material and documents that highlight the rise of specialized education in general and master's education in particular.
The book stems from the research project “Preschool master in practice”, a collaborative project between researchers at one Danish and two Norwegian educational institutions: VIA University College in Århus, Oslo Metropolitan University, and the University of South-Eastern Norway. The aim of the project has been to increase understanding of how master’s-educated preschool teachers’ feel their particular expertise is put to use, and how their expertise benefits the preschool and creates opportunities within the sector. |
| format | Online |
| id | doab-20.500.12854ir-133090 |
| institution | Directory of Open Access Books |
| language | dan nor |
| publishDate | 2024 |
| publishDateRange | 2024 |
| publishDateSort | 2024 |
| publisher | Cappelen Damm Akademisk/NOASP (Nordic Open Access Scholarly Publishing) |
| publisherStr | Cappelen Damm Akademisk/NOASP (Nordic Open Access Scholarly Publishing) |
| record_format | ojs |
| spelling | doab-20.500.12854ir-1330902025-07-17T10:00:09Z Akademisk kunnskap og pedagogisk faglighet i barnehagen Pettersvold, Mari Rothuizen, Jan Jaap Østrem, Solveig Due, Sisse Greve, Anne Axelsen Ivarson, Kristina Kasin, Olav Pettersvold, Mari Rothuizen, Jan Jaap Østrem, Solveig professional practice, academic knowledge, early childhood education, dialogical governance, critique, pedagogisk praksis, akademisk kunnskap, barnehage, dialogisk styring, kritikk thema EDItEUR::J Society and Social Sciences::JN Education::JNM Higher education, tertiary education thema EDItEUR::J Society and Social Sciences::JN Education::JNF Educational strategies and policy::JNFK Educational strategies and policy: inclusion thema EDItEUR::J Society and Social Sciences::JN Education::JNM Higher education, tertiary education thema EDItEUR::J Society and Social Sciences::JN Education::JNF Educational strategies and policy::JNFK Educational strategies and policy: inclusion An increasing number of preschool teachers have a master's degree, and in Norway, employing preschool teachers with a master’s-level education is a stated political objective. In both Norway and Denmark, there is growing demand for greater expertise in preschool and more career options for preschool teachers and educators. Thus, there is also a need for greater understanding about the impact of academic knowledge on preschool pedagogical practice. In this anthology, new empirical knowledge is presented on how master's-level competence is applied practically within the preschool context, and how academic knowledge is found relevant in practice. The empirical material that forms the basis of this anthology is qualitative interviews with master's-educated teachers in Norwegian and Danish preschools as well as a survey sent to all preschools in Norway. The anthology is also based on historical material and documents that highlight the rise of specialized education in general and master's education in particular. The book stems from the research project “Preschool master in practice”, a collaborative project between researchers at one Danish and two Norwegian educational institutions: VIA University College in Århus, Oslo Metropolitan University, and the University of South-Eastern Norway. The aim of the project has been to increase understanding of how master’s-educated preschool teachers’ feel their particular expertise is put to use, and how their expertise benefits the preschool and creates opportunities within the sector. Stadig flere barnehagelærere har masterutdanning. I Norge er det også en uttalt politisk ambisjon om at det skal ansettes flere masterutdannede barnehagelærere i barnehagen. Både i Norge og Danmark ser vi en økende etterspørsel etter mer kompetanse i barnehagen og flere karriereveier for barnehagelærere og pedagoger. Dermed blir det også behov for mer kunnskap om hva som skjer i møtet mellom akademisk kunnskap og barnehagefaglig pedagogisk praksis. I denne antologien presenteres ny empirisk kunnskap om hvordan kompetanse på masternivå anvendes i barnehagen, og hvordan akademisk kunnskap gis relevans for barnehagens praksis. Det empiriske materialet som ligger til grunn for antologien, er kvalitative intervjuer med masterutdannede barnehagelærere i norske og danske barnehager og en spørreundersøkelse sendt ut til alle norske barnehager. Antologien er også basert på historisk materiale og dokumenter som synliggjør framveksten av videreutdanninger generelt og masterutdanning spesielt. Bokutgivelsen springer ut av forskningsprosjektet «Barnehagefaglig master i praksis», som er et samarbeidsprosjekt mellom forskere ved én dansk og to norske utdanningsinstitusjoner, henholdsvis VIA University College i Århus, OsloMet – storbyuniversitetet og Universitetet i Sørøst-Norge. Målet med prosjektet har vært å utvide kunnskapen om hvordan barnehagelærere med barnehagefaglig masterutdanning erfarer at deres kompetanse blir anvendt, og om hvordan kompetansen kommer barnehagen til gode og gis muligheter i sektoren. 2024-01-17T04:10:25Z 2024-01-17T04:10:25Z 2024-01-16T11:49:21Z 2023 book OCN: 1417046593 https://library.oapen.org/handle/20.500.12657/86978 9788202825522 9788202827502 9788202827519 9788202827526 https://directory.doabooks.org/handle/20.500.12854/133090 dan nor open access image/jpeg image/jpeg image/jpeg Attribution-NonCommercial-NoDerivatives 4.0 International Attribution-NonCommercial-NoDerivatives 4.0 International Attribution-NonCommercial-NoDerivatives 4.0 International https://library.oapen.org/bitstream/20.500.12657/86978/1/Akademisk_kunnskap_og_pedagogisk_faglighet_i_barnehagen.pdf https://library.oapen.org/bitstream/20.500.12657/86978/1/Akademisk_kunnskap_og_pedagogisk_faglighet_i_barnehagen.pdf https://library.oapen.org/bitstream/20.500.12657/86978/1/Akademisk_kunnskap_og_pedagogisk_faglighet_i_barnehagen.pdf Cappelen Damm Akademisk/NOASP (Nordic Open Access Scholarly Publishing) 10.23865/noasp.55 10.23865/noasp.55 9266f8a8-a49e-4697-9bd1-69645f9037c2 9788202825522 9788202827502 9788202827519 9788202827526 230 Oslo open access |
| spellingShingle | professional practice, academic knowledge, early childhood education, dialogical governance, critique, pedagogisk praksis, akademisk kunnskap, barnehage, dialogisk styring, kritikk thema EDItEUR::J Society and Social Sciences::JN Education::JNM Higher education, tertiary education thema EDItEUR::J Society and Social Sciences::JN Education::JNF Educational strategies and policy::JNFK Educational strategies and policy: inclusion thema EDItEUR::J Society and Social Sciences::JN Education::JNM Higher education, tertiary education thema EDItEUR::J Society and Social Sciences::JN Education::JNF Educational strategies and policy::JNFK Educational strategies and policy: inclusion Pettersvold, Mari Rothuizen, Jan Jaap Østrem, Solveig Due, Sisse Greve, Anne Axelsen Ivarson, Kristina Kasin, Olav Akademisk kunnskap og pedagogisk faglighet i barnehagen |
| title | Akademisk kunnskap og pedagogisk faglighet i barnehagen |
| title_full | Akademisk kunnskap og pedagogisk faglighet i barnehagen |
| title_fullStr | Akademisk kunnskap og pedagogisk faglighet i barnehagen |
| title_full_unstemmed | Akademisk kunnskap og pedagogisk faglighet i barnehagen |
| title_short | Akademisk kunnskap og pedagogisk faglighet i barnehagen |
| title_sort | akademisk kunnskap og pedagogisk faglighet i barnehagen |
| topic | professional practice, academic knowledge, early childhood education, dialogical governance, critique, pedagogisk praksis, akademisk kunnskap, barnehage, dialogisk styring, kritikk thema EDItEUR::J Society and Social Sciences::JN Education::JNM Higher education, tertiary education thema EDItEUR::J Society and Social Sciences::JN Education::JNF Educational strategies and policy::JNFK Educational strategies and policy: inclusion thema EDItEUR::J Society and Social Sciences::JN Education::JNM Higher education, tertiary education thema EDItEUR::J Society and Social Sciences::JN Education::JNF Educational strategies and policy::JNFK Educational strategies and policy: inclusion |
| topic_facet | professional practice, academic knowledge, early childhood education, dialogical governance, critique, pedagogisk praksis, akademisk kunnskap, barnehage, dialogisk styring, kritikk thema EDItEUR::J Society and Social Sciences::JN Education::JNM Higher education, tertiary education thema EDItEUR::J Society and Social Sciences::JN Education::JNF Educational strategies and policy::JNFK Educational strategies and policy: inclusion thema EDItEUR::J Society and Social Sciences::JN Education::JNM Higher education, tertiary education thema EDItEUR::J Society and Social Sciences::JN Education::JNF Educational strategies and policy::JNFK Educational strategies and policy: inclusion |
| url | OCN: 1417046593 |
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