Conceptions of Finnish and Estonian Pre-School Teachers' Goals in Their Pedagogical Work

Autor/inn/en	Niikko, Anneli; Ugaste, Aino
Titel	Conceptions of Finnish and Estonian Pre-School Teachers' Goals in Their Pedagogical Work
Quelle	In: Scandinavian Journal of Educational Research, 56 (2012) 5, S.481-495 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-3831
DOI	10.1080/00313831.2011.599424
Schlagwörter	School Readiness; Play; Preschool Teachers; Social Development; Teacher Attitudes; Goal Orientation; Interviews; Cross Cultural Studies; Phenomenology; Preschool Children; Well Being; Holistic Approach; Teaching Methods; Emotional Development; Educational Environment; Parent Teacher Cooperation; Teamwork; Professional Development; Learning Activities; Estonia; Finland + Suchen Sie Ihr Suchwort? Readiness for school; School ability; Schulreife; Spiel; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Soziale Entwicklung; Lehrerverhalten; Zielorientierung; Zielvorstellung; Interviewing; Interviewtechnik; Cultural comparison; Kulturvergleich; Phenomenological psychology; Phänomenologie; Psychologie; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Well-being; Wellness; Wohlbefinden; Holistischer Ansatz; Teaching method; Lehrmethode; Unterrichtsmethode; Gefühlsbildung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Lernaktivität; Estland; Finnland
Abstract	The purpose of this study is to describe the conceptions of the Finnish and Estonian pre-school teachers' goals, and the achievement of these goals in their pedagogical work. The study consisted of 60 (30 from each country) interviews with pre-school teachers. The interview data was analyzed phenomenographically. The findings showed that children play the most significant role in pre-school teachers' thought and action. The teachers of both countries emphasized children's holistic wellbeing, social development, learning and school readiness and an emotionally and socially safe environment. The teachers stressed, in similar ways, co-operation with families, teamwork with colleagues, and professional development. The goals were pursued through play, different activities, and interaction. The differences between teachers were linked to different aspects of these goals. The findings give a special cause to discuss play, school readiness, and environment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10