Observation as a professional tool in Norwegian kindergartens and kindergarten teacher education

The purpose of the study is to obtain knowledge about the use of observation as a tool in kindergarten teachers’ work and in kindergarten teacher education. The study also investigates how different professions evaluate observation as a tool. The research questions are: Which observation methods are relevant in the kindergarten teachers’ education and profession, and what characterises the use and justification for observation in these fields?

The results show that all observation methods, apart from time trials and assessment scales, were considered relevant for kindergarten teacher education and in kindergartens in general. Participatory observation and practice experiences were seen as the best observation methods and were also the methods used most by the participants in the survey. Observation was seen as an important tool in professional work, while most participants reported that they only had time to conduct observations one to three times every six months.

The data material is taken from a previous national survey from 2018 in Norway. A total of 1311 educators in kindergarten teacher education, kindergarten teachers and coordinators/headteachers affiliated with various Norwegian kindergartens participated in the survey. The survey consisted of 22 questions and was conducted anonymously over the Internet.

Birkeland, J., Baste, V. & Ødegaard, E. E. (2020). «Observation as a professional tool in Norwegian kindergartens and kindergarten teacher education». Cogent Education, 7(1): artikkel 1789381.