322,978 research outputs found
Who cares? Tensions and conflicts from the field of teacher education
No full textIn Australia, teacher education is characterised by ever-increasing regulation, from teacher registration bodies, government policy directives, and university administration and procedures (Grossman and McDonald, 2008). Teacher educators' responsibilities to these stakeholders, as well as to their students (pre-service teachers) and the mentor teachers and schools that act as hosts for field placements, create a complex working environment with, at times, conflicting interests. Teacher educators are experiencing a decreasing level of professional autonomy, whilst simultaneously being required to take on an ever-increasing number of roles (Hargreaves, 1994), resulting in work intensification
Early Childhood Education and Care in Finland : Compassion in narrations of early childhood education student teachers
No full textRajala, A. & Lipponen, L. (2018). Compassion in narrations of early childhood education student teachers in Finland. In S. Garvis, S. Phillipson &H. Harju-Luukkainen (Eds.), Volume I. Early Childhood Education in the 21st Century: An international perspective. Routledge.Peer reviewe
Mentoring in the Academy Between Academic Mothers
No full textBeing a working mother in academia is difficult, creating tensions between the personal and professional spheres. With numerous conflicts to navigate, surviving becomes a lived reality for many. In this chapter, the authors reflect on the circles of mentoring between them to help navigate the tension-filled spaces in the academy, including traditional and hierarchical norms. Using Schwab’s flights from the field, the authors engage in six reflective states to reveal the importance of care and compassion that transcends countries, cultures and contexts to provide hope (and solidarity). Engaged in auto-ethnographic reflections, the authors build a shared understanding about what is important in their working lives as academic mothers and what are the key skills learnt from each other through mentoring. © The Author(s) 2020
Where Is the Mixing? : Trends in Early Childhood Education and Care Research in the Nordic Countries
No full textMixed methods have become a very popular method in many fields of research. In this chapter, we will reflect on the mixed methods approach as one of the main research paradigms, and how it is implemented across the Nordic countries in the field of early childhood education (ECE). We will share our insights based on a blend of research methods and reflective practice. Our research question we reflect upon is: How much are mixed methods used in ECE research in the Nordic countries? In order to answer this, recent publications from two Nordic journals (2018–2020) are explored with the help of systematic content analysis. This is done in order to reveal the focus areas of published research as well as to identify possible gaps. According to the results, the focus of the published journal articles was on qualitative research methods. Only 4 papers out of 47 used a mixed methods design. In our reflections, we raise questions about the research methods taught in teacher education programmes as well as in the Ph.D. programmes.peerReviewe
Early Childhood Education, Arts-Based Research and Resilience
No full textFostering children’s resilience during early childhood education is an important role of early childhood settings, home environments and the community. Resilience is described as how children can work with difficult situations to make the most of their lives. One way to help support the development of resilience is arts-based research. In this chapter, a particular focus is made on supporting refugee children and their families in early childhood settings. Arts-based research has been chosen as an important tool that children can engage with to express and learn about their emotional well-being. The chapter will examine important constructs that contribute to resilience in the early childhood phase of learning, especially when working with refugee children and their families. This includes consideration for the risk factors which might mean that children need extra help with developing resilience at certain points in their lives
Local Childhoods in Global Times
No full textPresents perspectives of childhood from around the world. Each chapter presents a different focus on early childhood showing the diversity and complexity across multiple countries. Issues emerge around multi-language development, nationalism and multiculturalism and cultural theories of every-day life.No Full Tex
Arts-Based Research Across the Lifespan and Its Contribution to Resilience and Well-Being
No full textIn this chapter we present a summary of seven positive influences on resilience and well-being that are identified within the research presented in the preceding chapters. We theorise that arts-based research methods: provide agency through the foregrounding of participants’ voices; afford transformational learning opportunities; create opportunities for relationship building; support creativity and new ways of thinking; generate aspirations and hope; encourage forms of communication that expose ideas, emotions and feelings that previously might not have been known or known how to be expressed; and enhance reflection and reflexivity. To conclude, each editor provides a reflection on the contribution the arts or arts-based research have had on their personal learning and experiences at various stages of their own lives
A Comparative Study of Early Childhood Teacher self-efficacy for arts Education in Australia and Oman
No full textUnderstanding Ethics of Care
No full textThis chapter explores compassion and ethics of care by investigating the main challenge Swedish teachers at all levels encounter. High levels of stress occur when Swedish teachers are expected to support the growing number of students with mental health challenges. According to Socialstyrelsen (Utvecklingen av Psykisk Ohälsa bland Barn och Unga Vuxna, 2016) approximately 10% of Swedish children under 18 suffer from some form of mental health disorder. Through their training, many Swedish classrooms are not provided the necessary skills to care for students with mental health disorders and it is one reason why many teachers experience stress and are leaving the profession. The realities of stress and high burnout rates among classroom teaching staff, the continuous government reforms and lack of support together with a lack of student health and welfare support staff in Sweden are indicative of a school system under stress. This chapter therefore offers an alternative response to supporting teachers during a sense of stress through compassion and ethics of care. Such an approach, it will be argued, can be a way to alleviate and support self-care while supporting students in their wellbeing
The importance of critical life moments: An explorative study of successful women with autism spectrum disorder
No full text Ten women with autism spectrum disorder participated in oral interviews in order to share their experiences since their diagnosis and to discuss the factors that had enabled them to achieve success in different aspects of their life. Participants were encouraged to share their perspectives on their success and to discuss the challenges they encountered in their daily lives and how they overcame these. Interviews were analysed using a narrative-themed approach. Participants indicated that both internal and external factors enabled them to achieve success in different aspects of their lives. These included being an agent of change, a changed identity after diagnosis, experiencing the belief of others in their capability and seeing themselves as a mentor to others. Their experiences with overcoming obstacles in their lives enabled them to develop self-efficacy and to shape their own success. </jats:p
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