Tensions, coherence, and/or progress in early childhood teacher education (ECTE) in the Nordic countries
Wilhelmsen, Terese; Paulgård Østmoen, Jostein; Emilson, Anette; Rothuizen, Jan Jaap; Rydjord Tholin, Kristin; Juutinen, Jaana (2024-11-08)
08.11.2024
Wilhelmsen, T., Paulgård Østmoen, J., Emilson, A., Rothuizen, J. J., Rydjord Tholin, K., & Juutinen, J. (2024). Tensions, coherence, and/or progress in early childhood teacher education (ECTE) in the Nordic countries. Nordisk barnehageforskning, 21(4). https://doi.org/10.23865/nbf.v21.664
https://creativecommons.org/licenses/by/4.0/
© 2024 Terese Wilhelmsen, Jostein Paulgård Østmoen, Anette Emilson, Jan Jaap Rothuizen, Kristin Rydjord Tholin & Jaana Juutinen. This is an Open Access article distributed under the terms of the Creative Commons Attribution 4.0 International License (https://creativecommons.org/licenses/BY/4.0/).
https://creativecommons.org/licenses/by/4.0/
© 2024 Terese Wilhelmsen, Jostein Paulgård Østmoen, Anette Emilson, Jan Jaap Rothuizen, Kristin Rydjord Tholin & Jaana Juutinen. This is an Open Access article distributed under the terms of the Creative Commons Attribution 4.0 International License (https://creativecommons.org/licenses/BY/4.0/).
https://creativecommons.org/licenses/by/4.0/
Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:oulu-202411126718
https://urn.fi/URN:NBN:fi:oulu-202411126718
Tiivistelmä
Abstract
This special issue provides some needed insight into the tensions, coherence, and/or progress in early childhood teacher education (ECTE) in the Nordic countries. These topics warrant exploration due to complex, and at times contradictory educational landscapes, which must deal with the question of how to generate comprehensive, coherent, and interdisciplinary education programs. Drawing on studies utilizing different theoretical perspectives on tensions, coherence, and progress in higher education, and with the use of a variety of research methodologies, the Nordic authors in this special issue expand our knowledge on current issues and tendencies in ECTE in Sweden, Norway, Denmark, and Finland. In light of the great importance of and real challenges in the field of early childhood education and care, the question of how to educate early childhood education teachers is highly relevant, and requires more research in, and reflection on, how these teachers are educated. This special issue draws specific attention to opportunities and challenges in ECTE, which has so far received limited research attention.
This special issue provides some needed insight into the tensions, coherence, and/or progress in early childhood teacher education (ECTE) in the Nordic countries. These topics warrant exploration due to complex, and at times contradictory educational landscapes, which must deal with the question of how to generate comprehensive, coherent, and interdisciplinary education programs. Drawing on studies utilizing different theoretical perspectives on tensions, coherence, and progress in higher education, and with the use of a variety of research methodologies, the Nordic authors in this special issue expand our knowledge on current issues and tendencies in ECTE in Sweden, Norway, Denmark, and Finland. In light of the great importance of and real challenges in the field of early childhood education and care, the question of how to educate early childhood education teachers is highly relevant, and requires more research in, and reflection on, how these teachers are educated. This special issue draws specific attention to opportunities and challenges in ECTE, which has so far received limited research attention.
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