Perceptions of Conditions that Characterize Projects as a Development Strategy: A Phenomenographical Study of Eleven Swedish Preschool Development Projects

IF 2.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Ulla Damber, Lena Randevåg
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Abstract

The present study focuses joint school and university development work in preschool-projects try to increase educational quality. The aim of this study was to explore perceived conditions and perceptions of projects among participants in development projects in eleven preschools. In addition, we were interested in the perceived outcomes of the projects. All projects were aimed at strengthening the preschool principal’s and staff’s competence regarding children’s language and emergent literacy development. The studied projects lasted up to three years. The results are based on phenomenographical analyses of thirteen focus group interviews with principals and staff, including eighty-eight participants, during the project period. Follow-up interviews were conducted with twenty-four representatives from the participating preschools one year after the closure of the projects. The interviews were transcribed and analyzed. Field notes from visits in the preschools contributed to the empirical material. Our findings indicate that the perceptions of a project, contributed to the understanding of a project as loaded with expectations that the development project is limited in time and that it will add extra-curricular work demanding extra resources, which led to the perception that when the project is over, development work is over. The word project, thus, per se functioned as a limiting factor, if on-going development work, was aimed for. Lack of anchoring the development work in the local context was perceived as problematic, with effects for the participants’ experience of agency. Furthermore, difficulties in managing large staff turnover during the project was perceived to cause the development work to come to a stand-still. Active leadership, and shared responsibility were perceived as favorable factors for the progress of the development work. Our conclusions encompass participants’ perceptions of adjustment to the local context, shared responsibility and seeing development work as exceeding time limits as vital components of successful development work.

对作为发展战略的项目特点的条件的看法:对 11 个瑞典学前教育发展项目的现象学研究
本研究侧重于学前教育项目中的学校和大学联合发展工作,以努力提高教育质量。本研究旨在探讨 11 所幼儿园发展项目参与者对项目的感知条件和感知。此外,我们还对项目的预期成果感兴趣。所有项目都旨在加强幼儿园园长和员工在儿童语言和启蒙识字发展方面的能力。所研究的项目持续时间长达三年。研究结果基于对项目期间校长和教职员工(包括 88 名参与者)进行的 13 次焦点小组访谈的现象学分析。在项目结束一年后,对参与项目的 24 所幼儿园的代表进行了后续访谈。对访谈内容进行了记录和分析。对学前教育机构的实地考察记录也是经验材料的一部分。我们的研究结果表明,对项目的认识使人们认为,发展项目的时间是有限的,而且会 增加需要额外资源的课外工作,这导致人们认为项目结束后,发展工作也就结束了。因此,如果要持续开展发展工作,项目一词本身就是一个限制因素。没有将发展工作融入当地环境被认为是一个问题,影响了参与者的代理体验。此外,在项目期间管理大量人员更替方面的困难被认为会导致发展工作停滞不前。积极的领导和责任分担被认为是发展工作取得进展的有利因素。我们的结论是,参与者认为适应当地环境、分担责任以及将发展工作视为超越时间限制是成功发展工作的重要组成部分。
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来源期刊
Early Childhood Education Journal
Early Childhood Education Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.30
自引率
14.80%
发文量
124
期刊介绍: Early Childhood Education Journal is a professional publication of original peer-reviewed articles that reflect exemplary practices in the field of contemporary early childhood education. Articles cover the social, physical, emotional, and intellectual development of children age birth through 8, analyzing issues, trends, and practices from an educational perspective. The journal publishes feature-length articles that skillfully blend 1) theory, research, and practice, 2) descriptions of outstanding early childhood programs worldwide, and 3) quantitative, qualitative, and mixed-methods research. Early Childhood Education Journal is of interest not only to classroom teachers, child care providers, college and university faculty, and administrators, but also to other professionals in psychology, health care, family relations, and social services dedicated to the care of young children. Areas of Emphasis: International studies; Educational programs in diverse settings; Early learning across multiple domains; Projects demonstrating inter-professional collaboration; Qualitative and quantitative research and case studies; Best practices in early childhood teacher education; Theory, research, and practice relating to professional development; Family, school, and community relationships; Investigations related to curriculum and instruction; Articles that link theory and best practices; Reviews of research with well-articulated connections to the field
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