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Professional Development Among Preschool Teachers: Meta-Conversations About Peer Counseling

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  • Hege Fimreite
  • Øyvind Glosvik

Abstract

This article aims to analyze discourse about professional development in preschool, represented by knowledge movements in meta-conversations about peer counseling. Empirically, this article presents a case study based on audio recordings of focus group discussions on peer counseling. The underlying study highlights findings in the form of various speech acts as markers for central discourse among preschool teachers. Habermas’ theory of communicative action is used as a framework for analyzing the preschool teachers’ statements, showing that the concepts of lifeworld and system are central in their discussions. The study highlights knowledge movements pertaining to learning and becoming part of the community, knowledge movements that threaten professional aspects, and dynamics between the participants’ everyday lives and the system. Peer counseling in groups appears to be a crucial transformative learning activity in the preschool setting studied. The findings presented can contribute to bridging preschool teachers’ everyday lives and the system they function within and can be used to improve the education of preschool teachers.

Suggested Citation

  • Hege Fimreite & Øyvind Glosvik, 2024. "Professional Development Among Preschool Teachers: Meta-Conversations About Peer Counseling," SAGE Open, , vol. 14(2), pages 21582440241, May.
    • Handle: RePEc:sae:sagope:v:14:y:2024:i:2:p:21582440241256541
    DOI: 10.1177/21582440241256541
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    References listed on IDEAS

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    1. Brix, Jacob, 2017. "Exploring knowledge creation processes as a source of organizational learning: A longitudinal case study of a public innovation project," Scandinavian Journal of Management, Elsevier, vol. 33(2), pages 113-127.
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