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Early Years
An International Research Journal
Volume 35, 2015 - Issue 2: Workplace-based Learning and Mentoring Practices in Early Years Professional Education/Training: Cooperation Cultures and Policy Perspectives
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Articles

Bridging ‘the gap’ – linking workplace-based and university-based learning in preschool teacher education in Sweden

Maelis Karlsson LohmanderDepartment of Education, Communication and Learning, University of Gothenburg, Gothenburg, SwedenCorrespondence[email protected]
Pages 168-183 | Received 23 Oct 2014, Accepted 02 Mar 2015, Published online: 09 Apr 2015

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Heidi Chydenius, Tuulikki Ukkonen-Mikkola & Elina Fonsén. (2023) Supervisory discussions during the early childhood education and care student teacher practicum period – the cultural scripts, phases and discourses. Early Years 0:0, pages 1-15.
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Anna Maria Hipkiss & Sally Windsor. (2023) Surfing Semantic Waves: Using Semantic Profiling to Focus on Knowledge in Practicum Lessons. Action in Teacher Education 45:1, pages 68-85.
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Arttu Mykkänen, Päivi Kupila & Asko Pekkarinen. (2022) Impact of students’ prior work experiences on their perceptions of practicums as support for their professional development. European Early Childhood Education Research Journal 30:5, pages 686-700.
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Katarina Ribaeus, Ann-Britt Enochsson & Annica Löfdahl Hultman. (2022) Student teachers’ professional development: early practice and horizontal networks as ways to bridge the theory-practice gap. Journal of Early Childhood Teacher Education 43:1, pages 2-16.
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David T. Lardier, Kathryn G. Herr, Carrie Bergeson, Pauline Garcia-Reid & Robert J. Reid. (2020) Locating disconnected minoritized youth within urban community-based educational programs in an Era of Neoliberalism. International Journal of Qualitative Studies in Education 33:4, pages 404-420.
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Per-Olof Erixon & Inger Erixon Arreman. (2019) ECEC Students’ Writing Trajectories: Academic Discourse and “Professional Habitus”. Scandinavian Journal of Educational Research 63:6, pages 968-983.
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Raili Allas, Äli Leijen & Auli Toom. (2017) Supporting the Construction of Teacher’s Practical Knowledge Through Different Interactive Formats of Oral Reflection and Written Reflection. Scandinavian Journal of Educational Research 61:5, pages 600-615.
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Verity Campbell-Barr. (2017) Quality early childhood education and care – the role of attitudes and dispositions in professional development. Early Child Development and Care 187:1, pages 45-58.
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Articles from other publishers (8)

Madeleine Brodin Olsson & Anne Kultti. (2022) Förskollärares ledarskap som ett kunskapsfält i behov av begreppsliga resurser i förskoleverksamhet, utbildning och forskning. Educare:4, pages 72-99.
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Insun Lee, Jongwon Park & Hye-Gyong Yoon. (2022) SCIENCE TEACHERS’ THEORY-BASED TEACHING: CONNECTING A LEARNING CYCLE MODEL TO A LESSON PLAN. Journal of Baltic Science Education 21:3, pages 462-480.
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Svava Björg Mörk. (2021) University–preschool collaboration in pre-school teacher education in Iceland. Learning Environments Research 25:1, pages 1-16.
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Theresa Chinyere Ogbuanya & Taiwo Olabanji Shodipe. (2021) Workplace learning for pre – service teachers’ practice and quality teaching and learning in technical vocational education and training: key to professional development. Journal of Workplace Learning 34:4, pages 327-351.
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Maelis Karlsson Lohmander & Susanne Garvis. 2021. International Perspectives on Early Childhood Teacher Education in the 21st Century. International Perspectives on Early Childhood Teacher Education in the 21st Century 181 197 .
Virginia Langum & Kirk P.H. Sullivan. (2020) Academic writing, scholarly identity, voice and the benefits and challenges of multilingualism: Reflections from Norwegian doctoral researchers in teacher education. Linguistics and Education 60, pages 100883.
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Ulrika Bergmark & Per-Olof Erixon. (2019) Professional and academic knowledge in teachers’ research: An empowering oscillation. European Educational Research Journal 19:6, pages 587-608.
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Inger Erixon Arreman & Per-Olof Erixon. (2017) Professional and academic discourse – Swedish student teachers’ final degree project in Early Childhood Education and Care. Linguistics and Education 37, pages 52-62.
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