Browsing by Author "Toivonen, Maija"

Different interpretations have been presented of kindergarten teacher's work and the required expertise in different periods throughout history. The society and different interpretations of kindergarten teacher's role affect the nature of the kindergarten teacher professionalism. Daycare centers are fairly consistent by their physical characteristics, but the operating cultures present a larger variety instead. The training background of that staff who work in the early childhood is a key factor when looking at early childhood education and culture and its nature. I reviewed in this study the being of kindergarten teacher in the context of university education from the student's point of view. The purpose of this study was to describe the experiences of kindergarten students from the importance of university education and the necessity of the development of kindergarten teacher professionalism. The examination of kindergarten teacher's professionalism in this study is based on the question of how to recognize a professional educator and what makes an university education essential for this review. This study was a qualitative study, which was approached phenomenologically. Data collection method used was a questionnaire, which contained three open questions. The research consisted of 17 kindergarten students' answers. The students were selected for the study on the basis of their current level of secondary education, and the survey's target group formed a random set of kindergarten students in the final stages of their studies. A part of the students answered the survey in paper and another part of them answered it as an online web survey. The research data analysis method used is a data-driven content analysis. The interest in kindergarten teacher studies was based on the comprehensiveness of the work, the students innate interest in the education sector, the aim to strengthen the vocational status and effectiveness, and the work experiences in the early childhood education. The key themes for the development of professionalism consisted of a revision of a theoretical framework, widening perspectives, experiences of professional competence and the development of teaching. Students' perceptions of the need for training related to the shared professionalism, effectiveness of work, personal growth and deepening of thought. Education was seen as a necessary condition for the development of pedagogical competence.