Rekonceptualisering af pædagogisk faglighed i daginstitutionsarbejde: problemet med manualisering

    Publikation: KonferencebidragPaperForskningpeer review

    Resumé

    Re conceptualizing the understanding of professional knowledge in day care work
    As development of children’s competences increasingly sets the agenda for what counts as professional practice in day care, there is a risk that the majority of everyday practices become invisible, unnoticed and regarded as unimportant in professional knowledge. Hence we lose sight of unique learning arenas for developing professional knowledge in day care work, and the everyday practices and routines are not considered to be in need for reflection and attention. The proposed presentation takes its’ point of departure in participative research conducted in day care institutions for 0-6 year olds, focusing on reconceptualizing pedagogical knowledge and paying attention to interrelations in every day practices.
    Bidragets oversatte titelRekonceptualisering af pædagogisk faglighed i daginstitutionsarbejde: problemet med manualisering
    OriginalsprogEngelsk
    Publikationsdato4 nov. 2014
    Antal sider10
    StatusUdgivet - 4 nov. 2014
    BegivenhedReconceptualising Early Childhood Education: Spaces of resistance - Kent State University, Kent State, USA
    Varighed: 2 nov. 20145 nov. 2014
    Konferencens nummer: 21.
    http://www2.kent.edu/ehhs/eced/rece/upload/rece-2014-conference-program-to-post10102014-3.pdf

    Konference

    KonferenceReconceptualising Early Childhood Education
    Nummer21.
    LokationKent State University
    LandUSA
    ByKent State
    Periode02/11/201405/11/2014
    Internetadresse

    Emneord

    • professional knowledge
    • day care work

    Citer dette

    Schmidt, C. (2014). Reconceptualizing the understanding of professional knowledge in day care work in Denmark. Afhandling præsenteret på Reconceptualising Early Childhood Education, Kent State, USA.
    Schmidt, Camilla. / Reconceptualizing the understanding of professional knowledge in day care work in Denmark. Afhandling præsenteret på Reconceptualising Early Childhood Education, Kent State, USA.10 s.
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    abstract = "Re conceptualizing the understanding of professional knowledge in day care workAs development of children’s competences increasingly sets the agenda for what counts as professional practice in day care, there is a risk that the majority of everyday practices become invisible, unnoticed and regarded as unimportant in professional knowledge. Hence we lose sight of unique learning arenas for developing professional knowledge in day care work, and the everyday practices and routines are not considered to be in need for reflection and attention. The proposed presentation takes its’ point of departure in participative research conducted in day care institutions for 0-6 year olds, focusing on reconceptualizing pedagogical knowledge and paying attention to interrelations in every day practices.",
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    Schmidt, C 2014, 'Reconceptualizing the understanding of professional knowledge in day care work in Denmark' Paper fremlagt ved Reconceptualising Early Childhood Education, Kent State, USA, 02/11/2014 - 05/11/2014, .

    Reconceptualizing the understanding of professional knowledge in day care work in Denmark. / Schmidt, Camilla.

    2014. Afhandling præsenteret på Reconceptualising Early Childhood Education, Kent State, USA.

    Publikation: KonferencebidragPaperForskningpeer review

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    Schmidt C. Reconceptualizing the understanding of professional knowledge in day care work in Denmark. 2014. Afhandling præsenteret på Reconceptualising Early Childhood Education, Kent State, USA.