Lastentarhanopettajan pedagoginen vastuu hajautetussa organisaatiossa
type: CreativeWork
description: The purpose of this narrative study is to ascertain how kindergarten teachers perceive their pedagogical responsibility in the context of the distributed organization and how they feel their responsibilities have changed expertise in the development of the over time. Changes in the social environment and the shift towards an increasingly distributed organization model in early childhood education are reflected in to need to review and redefine the pedagogical responsibility of the kindergarten teacher. The aim of the study is to define kindergarten teacher's pedagogical responsibility in a postmodern society and to describe its evolution in the wake of the changing nature of the expertise in question of kindergarten teaching. The study analysed views regarding the pedagogical responsibility from the perspective of different teacher generations. The three generations that became apparent from the study were the generation that witnessed the expansion of children's day care outside the home, the experienced early childhood educators, and the latest generation of early childhood educators who are at the beginning of their career. The theoretical framework for the study is formed by research into both kindergarten teacher expertise and distributed organization. The data included eleven (11) kindergarten teacher's diaries. The data was analysed using the methods of structural narrative analysis (Labov 1967) and content analysis. The data acquisition and analysis methods support the objective in narrative research, which is to "give a voice" to the target group of the research. The research findings show that kindergarten teachers have a clear and structured understanding of pedagogical responsibility and the area of its content that falls under their remit. The evolution of pedagogical responsibility is an on going process, affected by personal characteristics as well as societal and particularly early childhood educators at the beginning of their careers felt a lack of …
abstract: The purpose of this narrative study is to ascertain how kindergarten teachers perceive their pedagogical responsibility in the context of the distributed organization and how they feel their responsibilities have changed expertise in the development of the over time. Changes in the social environment and the shift towards an increasingly distributed organization model in early childhood education are reflected in to need to review and redefine the pedagogical responsibility of the kindergarten teacher. The aim of the study is to define kindergarten teacher's pedagogical responsibility in a postmodern society and to describe its evolution in the wake of the changing nature of the expertise in question of kindergarten teaching. The study analysed views regarding the pedagogical responsibility from the perspective of different teacher generations. The three generations that became apparent from the study were the generation that witnessed the expansion of children's day care outside the home, the experienced early childhood educators, and the latest generation of early childhood educators who are at the beginning of their career. The theoretical framework for the study is formed by research into both kindergarten teacher expertise and distributed organization. The data included eleven (11) kindergarten teacher's diaries. The data was analysed using the methods of structural narrative analysis (Labov 1967) and content analysis. The data acquisition and analysis methods support the objective in narrative research, which is to "give a voice" to the target group of the research. The research findings show that kindergarten teachers have a clear and structured understanding of pedagogical responsibility and the area of its content that falls under their remit. The evolution of pedagogical responsibility is an on going process, affected by personal characteristics as well as societal and particularly early childhood educators at the beginning of their careers felt a lack of …
author: Aronen, Katri
language: fin
keywords: expertise, distributed organization, narrative research, pedagogical responsibility, asiantuntijuus, hajautettu organisaatio, narratiivinen tutkimus, pedagoginen vastuu
date published: 2014
date modified: 2026-07-27T19:56:01Z
provider: University of Helsinki
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: Helsingfors universitet

PropertyValue
property ID: Handle
value: http://hdl.handle.net/10138/154895