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Teachers' Work with Documentation in Preschool: Shaping a Profession in the Performing of Professional Identities
Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
2015 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 59, no 6, 638-655 p.Article in journal (Refereed) Published
Abstract [en]

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.

Place, publisher, year, edition, pages
Taylor & Francis, 2015. Vol. 59, no 6, 638-655 p.
Keyword [en]
teaching profession, policy, preschool, documentation
National Category
Educational Sciences
Research subject
Educational Work
Identifiers
URN: urn:nbn:se:kau:diva-64025DOI: 10.1080/00313831.2014.965791ISI: 000362405900002OAI: oai:DiVA.org:kau-64025DiVA: diva2:1144792
Available from: 2017-09-27 Created: 2017-09-27 Last updated: 2017-10-02Bibliographically approved

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  • apa
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  • Other locale
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