Tímarit um menntarannsóknir - 01.01.2007, Qupperneq 135

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Tímarit um menntarannsóknir, 4. árgangur 2007
Breytingar á uppeldissýn í leikskóla
Discussion
The main findings indicate that the staff’s
pedagogical ideas and teaching strategies were
individual and changed during the project.
The teachers possessed knowledge that made
them capable of using the project to develop
their professionalism and create methods and
resources for children in need of special support.
The assistants’ pedagogical ideas turned away
from authoritarian communication, which was
related to their insecurity in their work, to
more democratic strategies and increased the
responsibility of the pedagogical work in the
preschool.
Several shortcomings appeared in the
research process. One was related to the
researchers’ dual roles as both project leader
and researcher, which might have affected
the staff’s discourse in the interviews. Not
everybody was interested in participating in
the project and different attitudes affected both
the project process and the research process.
Concurrently, there was limited knowledge of
how these individuals felt about the project.
In addition there was also considerable staff
mobility. The core consisted of relatively few
people; the others came and went during these
two years. It is also impossible to know if these
conclusions reliably reflect the views of those
who were silent.
The findings indicate that in order for the
Icelandic preschools to comply with Act no.
78/1998 regarding preschools it is definitely
necessary to build up professionalism, increase
the number of preschool teachers, raise the
level of education of the assistants, and create
continuous education opportunities for the
preschool teachers.
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