Abstract
Observation is one of the central elements of kindergarten teachers’ education and the profession. Through a survey in Norway, in which 1311 in-service teachers, kindergarten managers, and pedagogy...
Highlights
Observation is a well-established tool for professional practice in kindergartens worldwide and is, part of the curriculum for preservice teacher education (Bruce et al, 2015; Clark, 2006; Podmore & Luff, 2012)
The results reveal that respondents from all the three professions perceive observation as a necessary tool in professional work, the importance of which is highlighted in the policy documents for kindergarten teacher education (KTE) and kindergartens (Norwegian Directorate for Education and Training, 2017; Norwegian University Council, 2018)
The results reveal that formative development, which has been an overarching goal in the Kindergarten Act and the framework plan for Norwegian kindergartens since 2011, is not a significant focus for those in the praxis field—only 1.7% managers and 1.9% in-service teachers reported this as a focus in observa tions carried out the last six months; in addition, children’s participation, which is statutory in Norway, is one of the reasons that got the least consideration for carrying out observations within the last six months
Summary
Observation is a well-established tool for professional practice in kindergartens worldwide and is, part of the curriculum for preservice teacher education (Bruce et al, 2015; Clark, 2006; Podmore & Luff, 2012). Observation is fundamen tal to the process of pedagogical documentation (Fleet & Harcourt, 2018) and is highlighted as a means of learning about children’s perspectives (Clark et al, 2005). There is less awareness today of the purpose and characteristics of observation, and its methods that are seen as relevant in kindergarten and kindergarten teacher education (KTE) (Birkeland, 2019; Clark, 2006; Emilson & Samuelsson, 2012). We have investigated this topic through a quantitative study in the Norwegian context
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