Relational expertise among Finnish educators working in extended hours ECEC

This study examined discourses and positions produced by educators (n = 31) on the topics of teamwork professional expertise in extended hours early childhood education care (ECEC). Theoretically, we follow ideas relational common knowledge. Previous research provides that creating knowledge are useful ECEC contexts, especially teamwork. The data were collected interviewing educators, discursive psychology was applied analysis data. As results, found two tensions. In relation to tension working alone versus a team. topic expertise, independent work orientation following instructions. special features ECEC, particular time, frame possibilities building relationally.