Universitetet i Sørøst- Norge er i gang med et temanummer i samarbeid med Nordisk barnehageforskning som knytter seg til UH ped – barnehagelærerutdanning.
In this special issue, we invite articles on “Tensions, coherence, and/or progress in early childhood teacher education (ECTE) in the Nordic countries”. More research into the Nordic models of ECTE is needed for several reasons.
The terms tension, coherence, and progress open for multiple perspectives and topics, including, but not limited to, the topics introduced above. Examples of topics to be explored, in one country or by comparing two or more countries, are:
- Tensions, coherence, and/or progress in ECTE in historical perspectives (e.g., changes in society, tones/tendencies, policies, and/or national curriculum)
- Tensions, coherence, and/or progress within the education program, between theory and practice, or within/or between courses or subjects/disciplines.
- Teacher students and teacher educators learning/development, professional identity and/or bildung in ECTE
Deadline for submission of abstracts: 15.02.23