The Potential for Relational Expertise and Common Knowledge in ECEC-University Cooperation
This research focused on the potential for relational expertise and the creation of common knowledge in network cooperation between early childhood education and care (ECEC) centres and university in the context of the ECEC Development Network. It examined how ECEC teachers, university lecturers an...
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| Format: | Article |
| Language: | Danish |
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Cappelen Damm Akademisk NOASP
2025-04-01
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| Series: | Nordisk Barnehageforskning |
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| Online Access: | https://www.nordiskbarnehageforskning.no/index.php/nbf/article/view/659 |
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| _version_ | 1849732067818995712 |
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| author | Tuulikki Ukkonen-Mikkola Susanna Isotalo Elina Lehtinen Pauliina Kielinen Raija Raittila Heini Rasanen Otto Virkkula Tiia Pappila Piia Parviainen Tarja Liinamaa |
| author_facet | Tuulikki Ukkonen-Mikkola Susanna Isotalo Elina Lehtinen Pauliina Kielinen Raija Raittila Heini Rasanen Otto Virkkula Tiia Pappila Piia Parviainen Tarja Liinamaa |
| author_sort | Tuulikki Ukkonen-Mikkola |
| collection | DOAJ |
| description |
This research focused on the potential for relational expertise and the creation of common knowledge in network cooperation between early childhood education and care (ECEC) centres and university in the context of the ECEC Development Network. It examined how ECEC teachers, university lecturers and master’s students identified their own and other professionals’ knowledge through positioning. Focus group interviews and discourse analysis were utilised to explore the positions produced by the participants. The subject positions and the positions produced by the other participants corresponded. Teachers were positioned as experts in ECEC who combined theory and practice in their work. University lecturers were perceived as experts in theoretical knowledge and members of the scientific community. Moreover, ECEC teachers and master’s students positioned university lecturers as influencers in society. Master’s students were positioned as observers, novices, and transmitters of new perspectives, although teachers did not identify them as novices. In conclusion, despite some divergence between subject positions and the positions produced by the other participants, there is potential for creating common knowledge relationally within the context of the ECEC Development Network.
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| format | Article |
| id | doaj-art-2f4351eb33914983bb6fe459bfc52a6b |
| institution | DOAJ |
| issn | 1890-9167 |
| language | Danish |
| publishDate | 2025-04-01 |
| publisher | Cappelen Damm Akademisk NOASP |
| record_format | Article |
| series | Nordisk Barnehageforskning |
| spelling | doaj-art-2f4351eb33914983bb6fe459bfc52a6b2025-08-20T03:08:21ZdanCappelen Damm Akademisk NOASPNordisk Barnehageforskning1890-91672025-04-0122210.23865/nbf.v22.659The Potential for Relational Expertise and Common Knowledge in ECEC-University CooperationTuulikki Ukkonen-Mikkola0Susanna Isotalo1Elina Lehtinen2Pauliina Kielinen3Raija Raittila4Heini Rasanen5Otto Virkkula6Tiia Pappila7Piia Parviainen8Tarja Liinamaa9University of Helsinki, FinlandUniversity of Jyväskylä, FinlandUniversity of Jyväskylä, FinlandUniversity of Jyväskylä, FinlandUniversity of Jyväskylä, FinlandUniversity of Jyväskylä, FinlandUniversity of Jyväskylä, FinlandUniversity of Jyväskylä, FinlandUniversity of JyväskyläUniversity of Jyväskylä, Finland This research focused on the potential for relational expertise and the creation of common knowledge in network cooperation between early childhood education and care (ECEC) centres and university in the context of the ECEC Development Network. It examined how ECEC teachers, university lecturers and master’s students identified their own and other professionals’ knowledge through positioning. Focus group interviews and discourse analysis were utilised to explore the positions produced by the participants. The subject positions and the positions produced by the other participants corresponded. Teachers were positioned as experts in ECEC who combined theory and practice in their work. University lecturers were perceived as experts in theoretical knowledge and members of the scientific community. Moreover, ECEC teachers and master’s students positioned university lecturers as influencers in society. Master’s students were positioned as observers, novices, and transmitters of new perspectives, although teachers did not identify them as novices. In conclusion, despite some divergence between subject positions and the positions produced by the other participants, there is potential for creating common knowledge relationally within the context of the ECEC Development Network. https://www.nordiskbarnehageforskning.no/index.php/nbf/article/view/659early childhood education and carenetworkpositionsrelational expertisecommon knowledge |
| spellingShingle | Tuulikki Ukkonen-Mikkola Susanna Isotalo Elina Lehtinen Pauliina Kielinen Raija Raittila Heini Rasanen Otto Virkkula Tiia Pappila Piia Parviainen Tarja Liinamaa The Potential for Relational Expertise and Common Knowledge in ECEC-University Cooperation Nordisk Barnehageforskning early childhood education and care network positions relational expertise common knowledge |
| title | The Potential for Relational Expertise and Common Knowledge in ECEC-University Cooperation |
| title_full | The Potential for Relational Expertise and Common Knowledge in ECEC-University Cooperation |
| title_fullStr | The Potential for Relational Expertise and Common Knowledge in ECEC-University Cooperation |
| title_full_unstemmed | The Potential for Relational Expertise and Common Knowledge in ECEC-University Cooperation |
| title_short | The Potential for Relational Expertise and Common Knowledge in ECEC-University Cooperation |
| title_sort | potential for relational expertise and common knowledge in ecec university cooperation |
| topic | early childhood education and care network positions relational expertise common knowledge |
| url | https://www.nordiskbarnehageforskning.no/index.php/nbf/article/view/659 |
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