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Pre-school teachers’ professional identity and multilingual children: An interactionist analysis of pre-school teachers’ practical work with multilingual children’s language development
Sunnerbo High School, Sweden. (Research in Inclusion, Democracy and Equity (RIDE))
Fogde Preschool, Sweden. (Research in Inclusion, Democracy and Equity (RIDE))
Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning. Linnaeus University, Linnaeus Knowledge Environments, A Questioned Democracy. Linnaeus University, Linnaeus Knowledge Environments, Education in Change. (Research in Inclusion, Democracy and Equity (RIDE);Kriminalitet, kontroll och kultur (Crime, control and culture);basic-nar-sam)ORCID iD: 0000-0001-6151-0934
2023 (English)In: Cogent Education, E-ISSN 2331-186X, Vol. 10, no 1, article id 2194223Article in journal (Refereed) Published
Sustainable development
SDG 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all, SDG 10: Reduce income inequality within and among countries
Abstract [en]

The purpose of this article was to re-examine the empirical research focused on the creation and recreation of pre-school teachers’ identity and their practices with multilingual children and language development. The analysis was based on empirical sequences from previously published qualitative analyses with the assistance of an interactionist perspective and earlier research revolving around the phenomenon of “social interaction and learning”. Pre-school teachers emphasised the significance of everyday practical interactions for language development and presented themselves as competent parties who build upon their knowledge via interaction with multilingual children. Thus, the interaction with multilingual children becomes a fundamental dimension of the pre-school teachers’ professional identity. The interactive dimension is important to the successful involvement and integration of multilingual children in the pre-school context and social pedagogical recognition of the identity of pre-school teachers who engage in practical work among these children.

Place, publisher, year, edition, pages
Taylor & Francis, 2023. Vol. 10, no 1, article id 2194223
Keywords [en]
teaching; pedagogical work; language development approach; secondary empirical material; social recognition; pedagogical recognition; social pedagogical identities; sociocultural perspective; competent teacher; educationally competent actor
National Category
Pedagogy Pedagogical Work Learning Sociology (excluding Social Work, Social Psychology and Social Anthropology)
Research subject
Sociology, Sociology Education; Social Sciences, Sociology; Pedagogics and Educational Sciences, Education; Education, Social Pedagogy; Education, Special Education
Identifiers
URN: urn:nbn:se:lnu:diva-120082DOI: 10.1080/2331186x.2023.2194223ISI: 000961392100001Scopus ID: 2-s2.0-85152456090OAI: oai:DiVA.org:lnu-120082DiVA, id: diva2:1748839
Conference
Sociologiskt tänkande för framtiden (”Sociological thinking for the future”), Stockholm University and Swedish Sociological Association, Stockholm, Sweden (20200318-20200320). Sociologi i en polariserad värld (”Sociology in a polarized world”), Lund University and Swedish Sociological Association, Lund, Sweden (20180307-20180309).
Projects
Successful collaborationAvailable from: 2023-04-04 Created: 2023-04-04 Last updated: 2023-05-17Bibliographically approved

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Basic, Goran

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CiteExportLink to record
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Citation style
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