Pedagogic Creed

Project summary

Prosjektet arbeider frem ulike forskningspublikasjoner med utgangspunkt i det pedagogiske konseptet pedagogisk credo. Dette er et begrep sonm i sin tid ble lansert av John Dewey og som omhandler hva den enkelte måtte oppfatte som sentralt i sitt pedagogiske yrkesliv. Vi arbeider særlig inn mot barnehageutdanningen og hvordan barnehagelærerstudenter reflekterer omkring sitt pedagogiske credo. Dette er også et arbeid som  vil bli arbeidet med innenfor GLU-utdanningen. For tiden arbeider vi med to artikler som blir beskrevet under.

Leadership in Early Childhood Education, from Preschool Teacher Students’ Perspectives

Preschool teacher students' views on leadership in early childhood education is the focus of this article. The discussion is based on individual texts written by the students as part of the educational program, called pedagogic creeds, and as part of the students’ ethical formation from being a student to becoming a professional preschool teacher. Some of the qualities and aspects of the students’ understanding of what good leadership entails, and how this can come forth in daily life in early childhood education, will be presented in this article. The article points out that a qualified leader is aware of fundamental educational principles and practical vocational skills, which involves reflecting on personal qualifications as a leader and the importance of stepping forward as a clear, trustworthy and confident role model.

Further the article also will focus on a leader's ability to live with disagreements, the importance of mutual benefit- willingness to make each other better, and the qualities within a relational leadership. 

Thinking of Young Children’s Play in Early Childhood Education 

This work will continue a study of preschool teacher students’ written texts, and is building upon the book «Pedagogisk grunnlagstenkning og credo» (Akslen & Sæle 2015a), and the articles «Preschool Teacher Students’ Thinking of Play – in the light of Charles Taylor» (Akslen & Sæle 2015b), and “Fair Play in Physical Education in the Norwegian School System” (Sæle & Akslen 2014). The planned article will focus on preschool teacher students’ and preschool teachers’ thinking of play in early childhood education, and look closer into the role of the pedagogue in relation to children’s play with a focus on the link between children’s interaction and ethics in play (Johansson 2002), and play related to ethic formation (Olsbu 2009) in early childhood education.