Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • harvard-cite-them-right
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
The "first teachers" assignment and position in preschool
University of Borås, Faculty of Librarianship, Information, Education and IT. University of Borås, School of Education and Behavioural Science. (Earli Childhood Education)ORCID iD: 0000-0002-7523-1896
2021 (English)Conference paper, Oral presentation with published abstract (Refereed)
Sustainable development
According to the author(s), the content of this publication falls within the area of sustainable development.
Abstract [en]

The aim has been to explore how a new category of teachers, “first teacher”, has been implemented and positioned in the preschool organization and what kind of tasks that are included in their assignment. Even though the Career Services for Teachers (CST) reform (Prop. 2012/13:136) that was introduced in the Swedish education system in 2013, did not apply to teachers in preschool, several municipalities did nevertheless choose to introduce assignments for particularly skilled preschool teachers. According to previous research (Alvehus et al, 2019; Alvunger, 2015, 2016; Eriksson & Player-Koro, 2019), the implementation of the CST reform in compulsory schools has proved problematic from several aspects. The analysis of data has been theoretically informed by Bourdieu's (1993) concepts field and capital. Data production was conducted through ethnographic fieldwork (Walford, 2008; Jeffrey & Troman, 2004), over a period of six months at one preschool. Several kinds of meetings in which the “first teachers”, the principal and or other preschool staff, participated was observed and interviews and analysis of policy documents were conducted. All participants gave their informed consent to participate in the study. The findings show that the implementation of first teachers led to a more hierarchical organization in which the first teachers were positioned between the principal and the other preschool staff and their assignment comprised a lot of different tasks such as pedagogical-, leadership- and administrative ones. The findings will have implications for policy and practice and provide insights on how a CST reform are interpreted and implemented into practice. 

Place, publisher, year, edition, pages
2021.
Keywords [en]
educational reform, ethnography, policy, preschool, preschool teacher
National Category
Social Sciences
Research subject
Teacher Education and Education Work
Identifiers
URN: urn:nbn:se:hb:diva-26614OAI: oai:DiVA.org:hb-26614DiVA, id: diva2:1600917
Conference
European Early Childhood Education Research Association (EECERA) Annual Conference, 2021
Funder
Swedish Research CouncilAvailable from: 2021-10-06 Created: 2021-10-06 Last updated: 2021-12-01Bibliographically approved

Open Access in DiVA

No full text in DiVA

Authority records

Eriksson, Anita

Search in DiVA

By author/editor
Eriksson, Anita
By organisation
Faculty of Librarianship, Information, Education and ITSchool of Education and Behavioural Science
Social Sciences

Search outside of DiVA

GoogleGoogle Scholar

urn-nbn

Altmetric score

urn-nbn
Total: 117 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • harvard-cite-them-right
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf