| Autor: |
Gunn Anita Søraunet, Maria Selmer-Olsen, Elin Børve |
| Jazyk: |
English<br />Bokmål, Norwegian; Norwegian Bokmål |
| Rok vydání: |
2023 |
| Předmět: |
|
| Zdroj: |
Nordisk tidsskrift for utdanning og praksis, Vol 17, Iss 1 (2023) |
| Druh dokumentu: |
article |
| ISSN: |
2535-7697 |
| DOI: |
10.23865/up.v17.3652 |
| Popis: |
Artikkelens hensikt er å bidra til økt innsikt i faktorer som har betydning for at barnehagen skal fungere som læringsarena for studenter ved arbeidsplassbasert barnehagelærerutdanning (ABLU). ABLU-studenter arbeider i barnehage parallelt med studiene. Gjennom utdanningsløpet opplever de kontinuerlige grensekryssinger mellom å være student og assistent, samt en grensekryssing fra assistent til barnehagelærerrollen. Resultatene baseres på kvalitative data fra fokusgruppeintervju. Problemstillingen er: Hvordan kan barnehagen være en støttende læringsarena i ABLU-studenters grensekryssinger? Funnene viser til utfordringer studentene møter underveis i grensekryssingene, primært knyttet til å synliggjøre og bruke fagkunnskapen sin på egen arbeidsplass under utdanningsløpet. Støtte og forventningsavklaringer fremtrer som nødvendige faktorer for at barnehagen skal fungere optimalt som læringsarena når studentene utvikler profesjonsidentitet og krysser grenser mellom ulike praksisfellesskap i praksislandskapet. ENGLISH ABSTRACT “I feel like I’m somewhere in between.” Crossing boundaries in workplace-based early childhood teacher education This article aims to investigate factors regarding learning environment for students in Workplace-Based Early Childhood Teacher Education (ABLU). ABLU students are working in kindergarten simultaneously with their studies. Throughout the educational process, they continuously experience the shifts between being a student and a kindergarten assistant in the same community of practice, as well as the shift from being an assistant to being a kindergarten teacher. The results are based on qualitative data from focus group interviews. The topic in question is: How can the kindergarten as a learning environment be of support in ABLU students’ border crossing between different roles in kindergarten settings? The findings refer to challenges the students encounter during these changes of roles, primarily related to the opportunities to make their professional knowledge visible and applicable in their own workplace during their education. There appear to be two necessary factors for kindergarten to function optimally as a learning environment when the students develop a professional identity and cross boundaries between roles. These two factors are support and clarification of expectations. |
| Databáze: |
Directory of Open Access Journals |
| Externí odkaz: |
|
