This project examines how the formal legislation on documentation affects pedagogues and their professional competency in Danish day care facilities. Furthermore, it revolves around how the surrounding society regards them and their profession. The project adopts a critical theoretical perspective, which influences theoretical and methodological choices. Through focus group interviews in a specific day care facility in Copenhagen, we aim to gain insight into the effects of the legislation. Based on operationalised theory related to the pedagogical field, we analyse the working conditions and the pedagogues’ experiences and opinions. The study shows that the documentation requirements generate ambivalent feelings and cause dilemmas in the daily work life of the pedagogues. The pedagogues describe how working with documentation can contribute to an improvement and assurance of the quality of their work, but at the same time they emphasise how the facilities and lack of structure and scheduling can obstruct them from meeting the requirements. The work with documentation can therefore potentially strengthen the professional competences of the pedagogues and improve the recognition of the profession, given the right circumstances.
|Uddannelser||Arbejdslivsstudier, (Bachelor/kandidatuddannelse) Bachelor el. kandidat|
|Udgivelsesdato||25 jan. 2013|