University Practice Kindergarten Teachers at the Threshold of a New System of Operations

Overview

This study examines the establishment and early operational phase of Finland's first university-owned early childhood education and care centre, specifically analyzing the activity system of teachers working across early childhood education and early childhood special education programmes. The research was conducted during the inaugural year of operations at the Early Childhood and Teacher Education Centre in Rauma, coinciding with the Covid-19 pandemic period. The investigation employs cultural-historical activity theory as its theoretical framework, applying Engeström's developmental work research methodology to identify systemic contradictions within the teachers' activity system and explore potential resolutions.

Methods and approach

The study employed abductive analysis of mixed qualitative data collected during 2021. Data sources included seven remotely organized meetings with teaching staff, ten teacher diaries, and seven meeting memos from the operational team. The theoretical foundation rests on cultural-historical activity theory, specifically utilizing developmental work research methodology to examine the activity system structure and identify internal contradictions. The remote data collection modality reflected pandemic-related constraints during the centre's inaugural year.

Results

The analysis generated a comprehensive model of the teacher activity system operational within the university-owned ECEC centre. Multiple contradictions were identified within this system, with particular emphasis on those arising from the intersection of academic collaboration requirements and pedagogical practice. The investigation produced specific recommendations for contradiction resolution, with substantial focus on mechanisms for enhancing academic-practitioner collaboration and integration of university-affiliated research activities within the operational framework of the centre.

Implications

The identification of systemic contradictions within the newly established centre provides a foundation for organizational development and policy refinement in university-based ECEC operations. The findings suggest that structural barriers between academic and practice-based functions require deliberate intervention strategies, particularly regarding collaborative protocols and role clarification. The research contributes to understanding of how university-affiliated early childhood programmes can integrate research, teacher education, and direct service delivery while maintaining operational coherence.