文章基本信息

标题：The degree project in Swedish Early Childhood Education and Care – what is at stake?
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作者：Inger Erixon Arreman ; Per-Olof Erixon
期刊名称：Education Inquiry
印刷版ISSN：2000-4508
出版年度：2015
卷号：6
期号：3
DOI：10.3402/edui.v6.27779
语种：English
出版社：Education Inquiry
摘要：This study deals with the undergraduate degree project in teacher training programmes for early childhood education and care in Sweden. For the study we draw on documents and qualitative interviews with teacher educators of different disciplinary backgrounds. The aims of this study were to identify discourses on the degree project in the field of early childhood education and care: (1) in documents; and (2) among teacher educators. Our study points to the tensions between discourses on the degree project as being of primary relevance for the vocational field, or as preparation for research activities. It also shows that varying perceptions on the degree project among teacher educators are largely related to different disciplinary fields. It further emerges that teacher educators have different views about text norms for the degree project, based on different underlying epistemologies to which the student teachers must adapt. We conclude that the multiple and often contradictory requirements of the degree project need critical examination and be reviewed. We also suggest an opening up for new and more creative ways of dealing with the degree project, with greater recognition of professional values and knowledges in the field.Keywords: academic writing, student thesis, early childhood education and care, IMRaD, teacher education(Published: 1 September 2015)Citation: Education Inquiry (EDUI) 2015, 6, 27779, http://dx.doi.org/10.3402/edui.v6.27779
关键词：academic writing; student thesis; early childhood education and care; IMRaD; teacher education