A Finnish Viewpoint on Professionalism in Early Childhood Education

Autor/in	Karila, Kirsti
Titel	A Finnish Viewpoint on Professionalism in Early Childhood Education
Quelle	In: European Early Childhood Education Research Journal, 16 (2008) 2, S.210-223 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
Schlagwörter	Early Childhood Education; Foreign Countries; Professional Development; Child Care; Child Care Centers; Child Development Centers; Expertise; Cultural Context; Minimum Competencies; Knowledge Base for Teaching; Organizational Culture; Phenomenology; Finland + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Ausland; Kinderfürsorge; Kinderbetreuung; Child care facilities; Child care services; Kinderzentrum; Expert appraisal; Fundamentum; Mindestwissen; Teaching theory; Theory of teaching; Unterrichtstheorie; Unternehmenskultur; Phenomenological psychology; Phänomenologie; Psychologie; Finnland
Abstract	This article discusses professionalism in early childhood education through the analytical tool of a research-based multi-level perspective that sees this as a cultural, communal, organisational, and individual phenomenon. Starting from an understanding of professionalism derived from a model of professional expertise, the article discusses the Finnish day-care context at the social and cultural level, followed by a discussion of field-specific knowledge as a tool for building professionalism. Professionalism is further examined as it plays out in the employees' working environment, the day-care centre and its working culture and from the perspective of the professionals themselves. Key characteristics of professionalism in the Finnish early childhood education sector are also summarised. (Contains 1 table and 3 notes.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10