Announcement of doctoral theses

IF 2.2 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

British Journal of Sociology of Education Pub Date : 2023-07-04 DOI:10.1080/01425692.2023.2214027

Josefine Jahreie

引用次数: 0

Abstract

This article-based thesis offers a study of how the increasing policy emphasis on children’s school readiness shapes early childhood education and care (ECEC) teachers’ work with children aged between 0 and 6 years. In four articles, I examine how Norwegian and Danish ECEC teachers both challenge and comply with the ruling constructs of school readiness by drawing on various and at times conflicting institutional discourses in their interactions with children, colleagues, parents, municipal authorities, and school representatives. The data for the studies consist of detail-rich transcripts of individual and group interviews with 22 ECEC teachers, describing their work of supporting and assessing the language development of children from minority-language backgrounds. These are coupled with a systematic configurative research review of the existing empirical studies on ECEC teachers’ perceptions of school readiness.

查看原文本刊更多论文

博士论文公告

这篇基于文章的论文研究了日益重视儿童入学准备的政策如何影响幼儿教育和护理（ECEC）教师对0至6岁儿童的工作。在四篇文章中，我研究了挪威和丹麦ECEC教师在与孩子、同事、家长、市政当局和学校代表的互动中，如何利用各种有时相互冲突的制度话语，挑战并遵守学校准备的统治结构。这些研究的数据包括对22名欧共体教师的个人和小组访谈的详细记录，描述了他们支持和评估少数民族语言背景儿童语言发展的工作。同时，对现有的关于EC教师对学校准备情况的实证研究进行了系统的配置性研究综述。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

British Journal of Sociology of Education Multiple-

CiteScore

3.70

自引率

9.50%

发文量

期刊介绍： British Journal of Sociology of Education is one of the most renowned international scholarly journals in the field. The journal publishes high quality original, theoretically informed analyses of the relationship between education and society, and has an outstanding record of addressing major global debates about the social significance and impact of educational policy, provision, processes and practice in many countries around the world. The journal engages with a diverse range of contemporary and emergent social theories along with a wide range of methodological approaches. Articles investigate the discursive politics of education, social stratification and mobility, the social dimensions of all aspects of pedagogy and the curriculum, and the experiences of all those involved, from the most privileged to the most disadvantaged. The vitality of the journal is sustained by its commitment to offer independent, critical evaluations of the ways in which education interfaces with local, national, regional and global developments, contexts and agendas in all phases of formal and informal education. Contributions are expected to take into account the wide international readership of British Journal of Sociology of Education, and exhibit knowledge of previously published articles in the field. Submissions should be well located within sociological theory, and should not only be rigorous and reflexive methodologically, but also offer original insights to educational problems and or perspectives.