Context vs. concept - reconceptualising professional work of danish pedagogues

Christian Aabro; Anna Opstrup Larsen; Ann Sofie Brink Pedersen

Context vs. concept - reconceptualising professional work of danish pedagogues

Christian Aabro, Anna Opstrup Larsen, Ann Sofie Brink Pedersen

Publikation: Konferencebidrag uden forlag/tidsskrift › Abstrakt › Forskning › peer review

Abstract

The ambition is to seek an understanding of how the professionals handle the concepts – and how they are applied with different types of meaning. How is the conceptual logics, arriving from outside the area experienced to interact with the already existing (contextual) practices? What types of meaning is formed? How does the ECE teachers regard their work and their professional role, in light of the arrival of concepts? Does the concepts offer professional focus and orientation? Or does the concepts create new forms of alienation and worse conditions for professional judgement and the freedom of methods within the pedagogical field of authority? What does the professionals put forward as meaningful, in the meeting between concept and context?

Originalsprog	Dansk
Publikationsdato	23 mar. 2017
Status	Udgivet - 23 mar. 2017
Begivenhed	NERA 2017 : Learning and education – material conditions and consequences - Aalborg Universitet, København, København, Danmark Varighed: 23 mar. 2017 → 25 mar. 2017 Konferencens nummer: 45. http://nera2017.org/

Konference

Konference	NERA 2017
Nummer	45.
Lokation	Aalborg Universitet, København
Land/Område	Danmark
By	København
Periode	23/03/17 → 25/03/17
Internetadresse	http://nera2017.org/

Citationsformater

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title = "Context vs. concept - reconceptualising professional work of danish pedagogues",

abstract = "The ambition is to seek an understanding of how the professionals handle the concepts – and how they are applied with different types of meaning. How is the conceptual logics, arriving from outside the area experienced to interact with the already existing (contextual) practices? What types of meaning is formed? How does the ECE teachers regard their work and their professional role, in light of the arrival of concepts? Does the concepts offer professional focus and orientation? Or does the concepts create new forms of alienation and worse conditions for professional judgement and the freedom of methods within the pedagogical field of authority? What does the professionals put forward as meaningful, in the meeting between concept and context? ",

author = "Christian Aabro and Larsen, {Anna Opstrup} and Pedersen, {Ann Sofie Brink}",

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language = "Dansk",

note = "NERA 2017 : Learning and education – material conditions and consequences ; Conference date: 23-03-2017 Through 25-03-2017",

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T1 - Context vs. concept - reconceptualising professional work of danish pedagogues

AU - Aabro, Christian

AU - Larsen, Anna Opstrup

AU - Pedersen, Ann Sofie Brink

N1 - Conference code: 45.

PY - 2017/3/23

Y1 - 2017/3/23

N2 - The ambition is to seek an understanding of how the professionals handle the concepts – and how they are applied with different types of meaning. How is the conceptual logics, arriving from outside the area experienced to interact with the already existing (contextual) practices? What types of meaning is formed? How does the ECE teachers regard their work and their professional role, in light of the arrival of concepts? Does the concepts offer professional focus and orientation? Or does the concepts create new forms of alienation and worse conditions for professional judgement and the freedom of methods within the pedagogical field of authority? What does the professionals put forward as meaningful, in the meeting between concept and context?

AB - The ambition is to seek an understanding of how the professionals handle the concepts – and how they are applied with different types of meaning. How is the conceptual logics, arriving from outside the area experienced to interact with the already existing (contextual) practices? What types of meaning is formed? How does the ECE teachers regard their work and their professional role, in light of the arrival of concepts? Does the concepts offer professional focus and orientation? Or does the concepts create new forms of alienation and worse conditions for professional judgement and the freedom of methods within the pedagogical field of authority? What does the professionals put forward as meaningful, in the meeting between concept and context?

M3 - Abstrakt

T2 - NERA 2017

Y2 - 23 March 2017 through 25 March 2017

ER -