Sammendrag
The aim of this study is to explore the potential for increased cooperation and interaction between university and kindergartens as a means to develop professional competence both within kindergartens and within kindergarten teacher education. Rambøll Management (2010) Evaluering av kompetansetiltaksprosjekt i språkstimulering og flerkulturell pedagogikk for barnehageansatte 2005 – 2009 i regi av NAFO. Between 2006 and 2010 the National center for multicultural education in Norway (NAFO) carried out a competence development project concerning language stimulation and multicultural pedagogy, initiated by the Norwegian Ministry of education and research. At the University of Nordland (Bodø, Norway) the project led to closer contact between the university and the participating kindergartens, providing new opportunities to experience and acknowledge each other’s roles as (complementary) providers of professional competence.Our study is based on interviews of head teachers at kindergartens participating in the project.Persons and kindergartens are anonymized and participated voluntarily. Preliminary findings reveal two directions for the development of professional competence: 1.) from university to kindergartens and 2.) from kindergartens to university. Kindergartens appreciate the university’s role as provider and catalyst for the development of professional competence in kindergartens. At the same time they wish a greater acknowledgment and use of their professional competence as part of kindergarten teacher education. The investigation of head teachers’ understanding of competence development and interaction and their perceptions of preconditions for interaction and cooperation may serve as a starting point for the development of new models of interaction between university and kindergartens within kindergarten teacher education.
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