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European Early Childhood Education Research Journal Volume 24, 2016 - Issue 1
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Articles

Professionalism of preschool teachers in Estonia, Finland, Sweden and Hungary

Tiina PetersonSchool of Educational Sciences, Tallinn University, Tallinn, EstoniaCorrespondence[email protected]
,
Marika VeissonSchool of Educational Sciences, Tallinn University, Tallinn, Estonia
,
Eeva HujalaSchool of Education, Early Childhood Education, University of Tampere, Tampere, Finland
,
Ulla HärkönenSchool of Applied Educational Science and Teacher Education, University of Eastern Finland, Savonlinna, Finland
,
Anette SandbergSchool of Education, Culture and Communication, University of Mälardalen Sweden, Västerås, Sweden
,
Inge JohanssonDepartment of Child and Youth Studies, University of Stockholm, Stockholm, Sweden
&
Eva Kovacsne BakosiDoctoral School of Human Sciences, University of Debrecen, Debrecen, Hungary
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Pages 136-156 | Published online: 06 Jan 2016

Citations (10)

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Read on this site (5)

Stephen Amukune & Krisztián Józsa. (2023) Comparing Kenya and Hungary preschool to school transitions within the theoretical perspectives of transition. Cogent Education 10:2.
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Jennifer Guevara. (2020) What does it mean to be an early childhood educator? Negotiating professionalism during practicum placements in Buenos Aires (Argentina). European Early Childhood Education Research Journal 28:3, pages 439-449.
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Pärje Ülavere & Marika Veisson. (2018) Assessments by principals, teachers, and parents on values education in Estonian kindergartens. Early Years 38:4, pages 429-452.
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Jane Kirkby, Anne Keary & Lucas Walsh. (2018) The impact of Australian policy shifts on early childhood teachers’ understandings of intentional teaching. European Early Childhood Education Research Journal 26:5, pages 674-687.
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Ian Barron. (2016) Flight turbulence: the stormy professional trajectory of trainee early years’ teachers in England. International Journal of Early Years Education 24:3, pages 325-341.
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Articles from other publishers (5)

Betül Balkar & Sedat Alev. (2022) Professional engagement and professional values among teachers in Turkish primary schools: Examining the mediating effect of professional efficacy. Psychology in the Schools 60:3, pages 638-657.
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Rengin ZEMBAT & Gülşen İLÇİ KÜSMÜŞ. (2020) Okul Öncesi Öğretmenlerinin Sınıf Yönetimi Becerileri İle Mesleki Profesyonellikleri Arasındaki İlişkinin İncelenmesiAnalyzing the Relationship Between Preschool Teachers’ Classroom Management Skills and Occupational Professionalism. Kastamonu Eğitim Dergisi 28:4, pages 1725-1739.
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Marika Veisson & Abdülkadir Kabaday. (2018) Exploring the Preschool Teachers’ Views on Professionalism, Quality of Education and Sustainability: International Study in Estonia and Turkey. Journal of Teacher Education for Sustainability 20:2, pages 5-18.
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Katrin Niglas, Meril Ümarik, Maarja Tinn, Ivor Goodson, Rain Mikser, Marika Veisson, Krista Loogma & Aino Ugaste. (2018) Planning and Conducting a Large-Scale Mixed Methods Research Study: Research Team Experiences and Recommendations. INTERNATIONAL JOURNAL OF MULTIPLE RESEARCH APPROACHES 10:1, pages 283-295.
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Verity Campbell-Barr. (2017) Play and staff autonomy coming under pressure. Early Years Educator 19:5, pages 22-24.
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