University of Groningen
Turning the kaleidoscope Oosterhoff, Maria
DOI:
10.33612/diss.160821650
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Publication date: 2021
Link to publication in University of Groningen/UMCG research database
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Oosterhoff, M. (2021). Turning the kaleidoscope: multiple enactments of professional autonomy in early childhood education. University of Groningen. https://doi.org/10.33612/diss.160821650
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Statements - Turning the Kaleidoscope – Arda Oosterhoff 1. In a complex and interrelated manner, many different actors – such as people, things, technologies and procedures – work to improve early childhood education (ECE) in a way that is in conflict with the preferred teaching approach of ECE teachers (this dissertation). 2. Situated between the government and the workplace, the head teacher is in the position to make a vital contribution to maintaining a healthy balance between external regulations and professional autonomy of teachers in the lower grades of primary education (this dissertation). 3. The initial teacher training experience is
fundamental for the development of early childhood teachers’ thorough and specific expertise – beliefs, knowledge and skills – which expands their agentic capacities within a restricted
professional space (this dissertation). 4. It is valuable to investigate tensions in early childhood education in terms of how different sociomaterial practices are enacting multiple realities (this dissertation). 5. A methodologically heterogeneous research
approach is a good way to accomplish the methodological humility that is needed to capture the emerging multiplicity of professional practices (this dissertation). 6. It is not possible to capture
‘professional autonomy’ as a fixed and definitive concept (this dissertation). 7. Initial teacher training institutes should teach students how to trace the way people and things, including themselves, become translated into actor-networks that become taken for granted. 8. Wat goed onderwijs is kan niet definitief worden vastgelegd, maar moet telkens opnieuw kunnen worden tegengesproken. [Good education is something that cannot be decisively defined, but something that has to be contradicted over and over again] (Ceulemans, 2015). 9. C’est folie de rapporter le vray et le faux à nostre suffisance [Folly to measure truth and error by our own capacity] (De Montaigne, 1595). 10. Als iets in de
knoop zit, dan moet je er niet aan trekken [It takes brain, not brawn, to undo a knot] (Oosterhoff-Zwinnen, 1970).
