Unnoticed Professional Competence in Day Care Work

    Publikation: Bidrag til tidsskriftTidsskriftartikelForskningpeer review

    Resumé

    This article presents a double perspective on social educators’ professional competence: It discusses how everyday life in day care centres (preschools) is dependent on professional competences that can be conceived as “unnoticed.” These aspects of professional competence are embedded in routines, experiences and embodied forms of knowledge. However, it may be discussed whether these competences are under pressure from increased demands for documentation, standardization and evaluation of children’s learning outcomes. The article will briefly outline this development in the day care sector, followed by a discussion of unnoticed professional competence and the related notion of gestural knowledge. The double perspective on social educators’ professional competences will be illuminated by empirical examples from a research project involving social educators from two day care centres in Denmark.
    OriginalsprogEngelsk
    TidsskriftNordic Journal of Working Life Studies
    Vol/bind3
    Udgave nummer2
    Sider (fra-til)79-96
    Antal sider17
    ISSN2245-0157
    StatusUdgivet - 2013

    Citer dette

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    title = "Unnoticed Professional Competence in Day Care Work",
    abstract = "This article presents a double perspective on social educators’ professional competence: It discusses how everyday life in day care centres (preschools) is dependent on professional competences that can be conceived as “unnoticed.” These aspects of professional competence are embedded in routines, experiences and embodied forms of knowledge. However, it may be discussed whether these competences are under pressure from increased demands for documentation, standardization and evaluation of children’s learning outcomes. The article will briefly outline this development in the day care sector, followed by a discussion of unnoticed professional competence and the related notion of gestural knowledge. The double perspective on social educators’ professional competences will be illuminated by empirical examples from a research project involving social educators from two day care centres in Denmark.",
    author = "Annegrethe Ahrenkiel and Camilla Schmidt and Nielsen, {Birger Steen} and Sommer, {Finn M.} and Niels Warring",
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    pages = "79--96",
    journal = "Nordic Journal of Working Life Studies",
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    Unnoticed Professional Competence in Day Care Work. / Ahrenkiel, Annegrethe; Schmidt, Camilla; Nielsen, Birger Steen; Sommer, Finn M.; Warring, Niels.

    I: Nordic Journal of Working Life Studies, Bind 3, Nr. 2, 2013, s. 79-96.

    Publikation: Bidrag til tidsskriftTidsskriftartikelForskningpeer review

    TY - JOUR

    T1 - Unnoticed Professional Competence in Day Care Work

    AU - Ahrenkiel, Annegrethe

    AU - Schmidt, Camilla

    AU - Nielsen, Birger Steen

    AU - Sommer, Finn M.

    AU - Warring, Niels

    PY - 2013

    Y1 - 2013

    N2 - This article presents a double perspective on social educators’ professional competence: It discusses how everyday life in day care centres (preschools) is dependent on professional competences that can be conceived as “unnoticed.” These aspects of professional competence are embedded in routines, experiences and embodied forms of knowledge. However, it may be discussed whether these competences are under pressure from increased demands for documentation, standardization and evaluation of children’s learning outcomes. The article will briefly outline this development in the day care sector, followed by a discussion of unnoticed professional competence and the related notion of gestural knowledge. The double perspective on social educators’ professional competences will be illuminated by empirical examples from a research project involving social educators from two day care centres in Denmark.

    AB - This article presents a double perspective on social educators’ professional competence: It discusses how everyday life in day care centres (preschools) is dependent on professional competences that can be conceived as “unnoticed.” These aspects of professional competence are embedded in routines, experiences and embodied forms of knowledge. However, it may be discussed whether these competences are under pressure from increased demands for documentation, standardization and evaluation of children’s learning outcomes. The article will briefly outline this development in the day care sector, followed by a discussion of unnoticed professional competence and the related notion of gestural knowledge. The double perspective on social educators’ professional competences will be illuminated by empirical examples from a research project involving social educators from two day care centres in Denmark.

    M3 - Journal article

    VL - 3

    SP - 79

    EP - 96

    JO - Nordic Journal of Working Life Studies

    JF - Nordic Journal of Working Life Studies

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