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Publications (10 of 29) Show all publications
Vuorinen, T. (2018). "Remote parenting': parents' perspectives on, and experiences of, home and preschool collaboration. European Early Childhood Education Research Journal, 26(2), 201-211
Open this publication in new window or tab >>"Remote parenting': parents' perspectives on, and experiences of, home and preschool collaboration
2018 (English)In: European Early Childhood Education Research Journal, ISSN 1350-293X, E-ISSN 1752-1807, Vol. 26, no 2, p. 201-211Article in journal (Refereed) Published
Abstract [en]

This article explores parents' perspectives on, and experiences of, home and preschool collaboration. The data consist of in-depth interviews with 10 parents with one or several children attending preschool. The research process of gathering and analyzing data follows the procedures of constructivist grounded theory. The results show how parents seek to practice remote parenting' in order to shoulder their parental responsibilities for their child's well-being and care while they are away from their child. Parents approach situations they find difficult at preschool in different ways, including staying in the preschool and appreciating the collaboration with practitioners, working for change, coping with the situation, or changing preschools. Parents' experiences of home and preschool collaboration differ in significant ways, and there is, therefore, a need to visualize and discuss norms and values that shape the conditions for parental collaboration. The results might be useful for stakeholders and policy-makers on different levels.

Place, publisher, year, edition, pages
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD, 2018
Keywords
Home, preschool, collaboration, care, parenting
National Category
Educational Sciences
Identifiers
urn:nbn:se:mdh:diva-39076 (URN)10.1080/1350293X.2018.1442005 (DOI)000429033300005 ()2-s2.0-85043685807 (Scopus ID)
Available from: 2018-04-26 Created: 2018-04-26 Last updated: 2018-11-05Bibliographically approved
Vuorinen, T. (2015). Quality and Ethics in Inductive Research. In: Anders Garpelin och Anette Sandberg (Ed.), Children and Young People in School and in Society: (pp. 173-185). Nova Science Publishers, Inc.
Open this publication in new window or tab >>Quality and Ethics in Inductive Research
2015 (English)In: Children and Young People in School and in Society / [ed] Anders Garpelin och Anette Sandberg, Nova Science Publishers, Inc., 2015, p. 173-185Chapter in book (Refereed)
Abstract [en]

An inductive research approach, influenced by constructive grounded theory, can not only generate interesting findings and conclusions but also raise questions concerning ethics and quality during the process of gathering and analyzing data through qualitative interviews. The aim of this chapter is to describe and discuss methodological and ethical issues that arise when conducting research within a specific interpretative research tradition in settings that are highly familiar to the researcher. Such familiarity can be seen as a weakness, since norms and values can be shared with interviewees and therefore taken for granted, yet it can offer a possibility to see through rhetoric and distinguish authentic “backstage” glimpses of everyday concerns in a particular field. Interviews conducted at workplaces also include some amount of unintentional observations, for the researcher enters an environment that speaks to the visitor through its organization and through the ways staff members respond to visitors (and each other) during the visitor’s stay. Questions discussed in this chapter concern the difficulty of balancing ethical concerns with quality in qualitative research.

Place, publisher, year, edition, pages
Nova Science Publishers, Inc., 2015
Series
Education in a Competitive and Globalizing World
Keywords
qualitative interviews, ethics, constructive grounded theory, induction
National Category
Social Sciences Educational Sciences
Research subject
Didactics
Identifiers
urn:nbn:se:mdh:diva-29180 (URN)2-s2.0-84957028751 (Scopus ID)978-1-63483-495-7 (ISBN)
Available from: 2015-09-29 Created: 2015-09-29 Last updated: 2016-02-25Bibliographically approved
Vuorinen, T., Sandberg, A., Sheridan, S. & Williams, P. (2013). Preschool teachers' views on competence in the context of home and preschool collaboration. Early Child Development and Care, 184(9), 149-159
Open this publication in new window or tab >>Preschool teachers' views on competence in the context of home and preschool collaboration
2013 (English)In: Early Child Development and Care, ISSN 0300-4430, E-ISSN 1476-8275, ISSN 0300-4430, Vol. 184, no 9, p. 149-159Article in journal (Refereed) Published
Abstract [en]

The purpose of this article is to analyse and discuss preschool teachers' views regarding competence within their profession in the context of home and preschool collaboration. The question addressed is as follows: In what situations do preschool teachers perceive that their competence becomes visible for parents? The results, based on interviews with 30 preschool teachers, show that preschool teachers work consciously to draw attention to specific competencies related to children's learning and development and the preschool curriculum. The ability to establish dialogue with parents and gain their trust is seen as particularly important for establishing and maintaining collaboration between preschool and the home. Furthermore, the participants recognise that parents seek their competence in daily matters concerning the child's well-being. The competencies that preschool teachers emphasise and those they believe parents ask for do not, therefore, always coincide. The results of this study can contribute to a better understanding of the prerequisites for preschool–home collaboration.

National Category
Pedagogy
Identifiers
urn:nbn:se:mdh:diva-24021 (URN)10.1080/03004430.2013.773992 (DOI)2-s2.0-84889242739 (Scopus ID)
Projects
Lärarkomptenes i förändring. En studie om lärarkompetens i förskolan.
Funder
Swedish Research Council
Available from: 2013-12-26 Created: 2013-12-26 Last updated: 2017-12-06Bibliographically approved
Sheridan, S., Williams, P., Sandberg, A. & Vuorinen, T. (2011). Preschool teaching in Sweden: a profession in change. Educational research (Windsor. Print), 53(4), 415-437
Open this publication in new window or tab >>Preschool teaching in Sweden: a profession in change
2011 (English)In: Educational research (Windsor. Print), ISSN 0013-1881, E-ISSN 1469-5847, Vol. 53, no 4, p. 415-437Article in journal (Refereed) Published
Abstract [en]

Background:  Historically, the meaning of teacher competence has changed and is continuously being re-constructed along with changes in society as well as with shifting values and intentions in preschool guidelines and curricula. Over the past decade, Swedish preschool has been incorporated as a part of the educational system, and has received its own national curriculum, which recently, has been revised. A new preschool teacher education has been initiated. All these changes influence preschool practice, conditions for teachers' pedagogical work and children's learning, and as a consequence, the meaning that teachers ascribe to teacher competence.

Purpose: The aim of this study is to investigate the meaning given to preschool teacher competence by Swedish preschool teachers. Focus is directed towards teachers' descriptions of their approach and their communication and interaction with children in relation to the overall goals of the preschool curriculum.

Sample: The study was carried out in Sweden and the sample consist of 15 preschools in the country's two major cities, Stockholm and Gothenburg, and 15 preschools from the rural area of Mälardalen in mid-Sweden. Both of the urban regions and the rural area are stratified to represent districts that differ geographically, demographically, ethnically, and which include varied socio-economic structures. From each of the 30 preschools, one preschool class/group and one preschool teacher were recruited as participants. All except one of the teachers were women.

Design and method: The study is based on interactionist perspectives and draws on Bronfenbrenner's ecological systems theory and a critical ecology of the early childhood profession. To study teacher competence, the method chosen was individual, and semi-structured interviews that lasted 60–120 minutes were recorded and transcribed verbatim. The analysis is qualitative and focuses on key questions that were asked of all participants. The analyses aimed to discern similarities and differences, and distinguished between competences teachers said that they have and competences they wanted to develop, such as knowledge, skills and attitudes and whether these competences were understood as static, situational and/or dynamic.

Result: Three intertwined dimensions of teacher competences emerged. These dimensions are mutually interdependent, inseparable and constitute the meaning given by the teachers to teacher competence as a whole. These are: Competence of knowing what and why, Competence of know-how, and Interactive, relational and transactional competence. These dimensions highlight teacher competence as a complex, multidimensional and relational phenomenon, constituted from interacting abilities. The participating teachers have a broad multidisciplinary knowledge, which needs to be deepened within specific areas such as, mathematics, ICT, science etc.

Conclusion: Being a part of complex ecological system with increasingly global dimensions, preschool teaching is a profession in change. Preschool teacher competence is constituted in the intersection of values, knowledge and ideologies on different system levels. In line with changing policy and curriculum intentions teachers create shared understandings of the meaning of teacher competence both for today and tomorrow. Based on these beliefs teachers create conditions for children's learning in preschool practice.

Keywords
preschool; teacher; competence; education; learning; children
National Category
Educational Sciences
Research subject
Didactics
Identifiers
urn:nbn:se:mdh:diva-13235 (URN)10.1080/00131881.2011.625153 (DOI)000298163900003 ()2-s2.0-84857869794 (Scopus ID)
Projects
Lärarkompetens i förändring
Available from: 2011-11-03 Created: 2011-11-03 Last updated: 2017-12-08Bibliographically approved
Sandberg, A., Vuorinen, T., Sheridan, S. & Williams, P. (2010). Preschool teacher’s views of competence in relation to home and preschool. In: : . Paper presented at NERA/NFPF 38th congress, Malmö, 2010.
Open this publication in new window or tab >>Preschool teacher’s views of competence in relation to home and preschool
2010 (English)Conference paper, Published paper (Refereed)
National Category
Educational Sciences
Research subject
Didactics
Identifiers
urn:nbn:se:mdh:diva-11254 (URN)
Conference
NERA/NFPF 38th congress, Malmö, 2010
Available from: 2010-12-20 Created: 2010-12-20 Last updated: 2017-04-06Bibliographically approved
Sandberg, A. & Vuorinen, T. (2010). Reflecting the child: Play memories and images of the child. In: Brooker, Liz; Edwards, Susan (Ed.), Engaging Play: (pp. 54-66). Open University Press
Open this publication in new window or tab >>Reflecting the child: Play memories and images of the child
2010 (English)In: Engaging Play / [ed] Brooker, Liz; Edwards, Susan, Open University Press, 2010, p. 54-66Chapter in book (Other academic)
Place, publisher, year, edition, pages
Open University Press, 2010
National Category
Educational Sciences
Research subject
Didactics
Identifiers
urn:nbn:se:mdh:diva-10021 (URN)978-0-335-23586-5 (ISBN)0-335-23586-7 (ISBN)978-0-335-23585-8 (ISBN)0-335-23585-9 (ISBN)
Available from: 2010-07-07 Created: 2010-07-07 Last updated: 2015-08-11Bibliographically approved
Vuorinen, T. (2010). Supporting Parents in their Parental Role: Approaches Practiced by Preschool Teachers in Preschool. International Journal about Parents in Education, 4(1), 65-75
Open this publication in new window or tab >>Supporting Parents in their Parental Role: Approaches Practiced by Preschool Teachers in Preschool
2010 (English)In: International Journal about Parents in Education, ISSN 1973-3518, E-ISSN 1973-3518, ISSN 1973-3518, Vol. 4, no 1, p. 65-75Article in journal (Refereed) Published
Abstract [en]

The purpose of this paper is to analyze and discuss preschool teachers’ supportive approaches when supporting parents within their profession. Questions addressed are; what kind of supporting approaches do preschool teachers practice to strengthen parents in their parental role? Which theoretical frameworks do preschool teachers use when supporting parents in their parental role? Results, based on interviews with 30 preschool teachers in Sweden, show that the participating preschool teachers share an ambition to support and strengthen parents in their parental role. To do so preschool teachers practice and use different approaches - the teambuilding-, the reflective-, the expert-, the delimited- and the personal approach. The approaches used in practice do not, however, always serve their purpose, but on the contrary, preschool teachers may weaken parents’ self-efficacy. The different approaches also show that preschool teachers not always “preach as they teach”, using different theoretical perspectives in their collaboration with parents as they do in their own practice at preschool. The results from this study are important to reach a deeper understanding for underlying factors, as e. g. different views of children, in preschool andhome collaboration.

Keywords
Preschool, home, collaboration, competence, parenthood
National Category
Didactics
Research subject
Didactics
Identifiers
urn:nbn:se:mdh:diva-24020 (URN)
Projects
Lärarkompetens i förändring. En studie om lärarkompetens i förskolan.
Funder
Swedish Research Council
Available from: 2013-12-26 Created: 2013-12-26 Last updated: 2017-12-06Bibliographically approved
Sandberg, A. & Vuorinen, T. (2009). Lärarkompetens i tiden. In: : . Paper presented at Nätverket för svenska barn- och barndomsforskning, Karlstad.
Open this publication in new window or tab >>Lärarkompetens i tiden
2009 (Swedish)Conference paper, Oral presentation with published abstract (Other academic)
National Category
Educational Sciences
Research subject
Didactics
Identifiers
urn:nbn:se:mdh:diva-8244 (URN)
Conference
Nätverket för svenska barn- och barndomsforskning, Karlstad
Available from: 2010-02-14 Created: 2010-02-14 Last updated: 2013-12-27
Vuorinen, T., Sandberg, A., Sheridan, S. & Williams, P. (2009). Supporting or showing off?: Teachers views of competence and teachers assignment in relation to parenthood.. In: Diversity in Education: . Paper presented at ERNAPE:s 7th International Conference, Malmö, Sweden, 2009.
Open this publication in new window or tab >>Supporting or showing off?: Teachers views of competence and teachers assignment in relation to parenthood.
2009 (English)In: Diversity in Education, 2009Conference paper, Oral presentation with published abstract (Refereed)
National Category
Educational Sciences
Research subject
Didactics
Identifiers
urn:nbn:se:mdh:diva-7954 (URN)
Conference
ERNAPE:s 7th International Conference, Malmö, Sweden, 2009
Available from: 2010-02-10 Created: 2010-02-10 Last updated: 2017-04-06Bibliographically approved
Sheridan, S., Williams, P., Sandberg, A. & Vuorinen, T. (2009). Teacher competence in preschool ­ a multidimensional phenomenon.. In: Fostering Communities of Learners: . Paper presented at The EARLI 13th Biennial Conference, Amsterdam, Netherlands, 2009.
Open this publication in new window or tab >>Teacher competence in preschool ­ a multidimensional phenomenon.
2009 (English)In: Fostering Communities of Learners, 2009Conference paper, Oral presentation with published abstract (Refereed)
National Category
Educational Sciences
Research subject
Didactics
Identifiers
urn:nbn:se:mdh:diva-7955 (URN)
Conference
The EARLI 13th Biennial Conference, Amsterdam, Netherlands, 2009
Available from: 2010-02-10 Created: 2010-02-10 Last updated: 2017-04-06Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-1349-5626

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