Consultative roles of early childhood special education teachers: A modeler, an advisor, and a spontaneous practitioner

IF 3.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Early Childhood Research Quarterly Pub Date : 2024-11-16 DOI:10.1016/j.ecresq.2024.11.005

Erika Jokimies , Noora Heiskanen , Hannu Savolainen , Vesa Närhi

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Abstract

This study focused on the ways in which early childhood special education teachers (ECSETs) perform their consultative work and the prevailing structural factors that are connected to it. The significance and centrality of ECSETs’ consultative work have increased as a growing number of ECSETs provide consultative support to other personnel with the aim of enhancing support for children's daily lives in early childhood education and care (ECEC). However, we have limited research-based knowledge about the consultative work done by ECSETs. Therefore, a more comprehensive examination of consultative practices and the factors influencing them is needed. We administered a survey on ECSETs’ (N = 207) consultative work focusing on ECEC in Finland. Using cluster analysis, we identified three consultative work profiles in ECSETs’ practices: a modeler, an advisor, and a spontaneous practitioner. This exploratory study contributes to understanding ECSETs' consultative work, creating potential for further development in this area.

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幼儿特殊教育教师的咨询角色：示范者、顾问和自发实践者

本研究的重点是幼儿特殊教育教师（ECSETs）开展咨询工作的方式以及与之相关的主要结构性因素。随着越来越多的幼儿特教教师为其他人员提供咨询支持，以加强对幼儿教育和保育（ECEC）中儿童日常生活的支持，幼儿特教教师咨询工作的重要性和核心地位日益凸显。然而，我们对幼儿保育和教育专家所从事的咨询工作的研究了解有限。因此，我们需要对咨询实践及其影响因素进行更全面的研究。我们对芬兰幼儿保育和教育中心的咨询工作（N = 207）进行了调查。通过聚类分析，我们在幼儿保育和教育工作者的实践中发现了三种咨询工作类型：建模者、顾问和自发实践者。这项探索性研究有助于了解幼儿保育和教育专家的咨询工作，为这一领域的进一步发展创造了潜力。

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来源期刊

Early Childhood Research Quarterly Multiple-

CiteScore

7.00

自引率

8.10%

发文量

109

期刊介绍： For over twenty years, Early Childhood Research Quarterly (ECRQ) has influenced the field of early childhood education and development through the publication of empirical research that meets the highest standards of scholarly and practical significance. ECRQ publishes predominantly empirical research (quantitative or qualitative methods) on issues of interest to early childhood development, theory, and educational practice (Birth through 8 years of age). The journal also occasionally publishes practitioner and/or policy perspectives, book reviews, and significant reviews of research. As an applied journal, we are interested in work that has social, policy, and educational relevance and implications and work that strengthens links between research and practice.