Preschool Teacher Education in Norway and Sweden: A Comparative Study of National Plans Focusing on Children's Language Learning

• In Event: 26.080 - Roundtable Session 8
  In Roundtable Session: 26.080-15 - Early Childhood: Standards, Policies, and Programs

Abstract

This study aims to examine how the National education plans for preschool teacher education may lay the ground for future preschool teachers’ knowledge about children’s language learning. The research question in the study presented here is: What are the contents and intentions of the Norwegian and the Swedish national plans for preschool teacher education regarding children’s language learning? Two pedagogical approaches to early childhood education are presented; the Social Pedagogic and the Pre-primary approach. Further the teacher students’ learning related to professional competence in the field of children’s language learning. We used a discourse analysis to study the differences that exist between the two National plans. The analysis shows that the preschool teacher educations in Norway and Sweden have differences.

Authors

• Liv Gjems, Buskerud and Vestfold University College

• Sonja Sheridan, Gothenburg University