| 1. |
- Pröckl, Maria, 1964-
(författare)
-
Tyngd, sväng och empatisk timing : förskollärares kroppsliga kunskaper
- 2020
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- In what way is knowledge embodied and what role does embodied knowledge play in interpersonal professional practices? In this thesis, practical and embodied knowledge of preschool teachers is investigated as an example of a profession where relational and bodily situated knowledge is significant.The questions, from where my point of departure is taken, are for instance: How does a skilful preschool teacher act? What approach in terms of embodied knowledge is needed if one wants to give care, trust and offer a child a sense of we? Are there dimensions of embodied knowledge that are present only in situations that appear negative? This thesis belongs to the academic discipline The Theory of Practical Knowledge. Practical Knowledge in often described as experience based, bodily carried, situated and tied to our emotional life. The Theory of Practical knowledge tries to frame and explain these aspects of knowledge in the situations and contexts where they occur. The importance of embodied knowledge, as a form of practical knowledge in relation to preschool teachers professional development, is not a theme that has been scrutinized in other research. In the light of a presupposition that knowledge is bodily carried (a presupposition that is founded in experiences of dance and a phenomenological influenced theoretical base) and that practical wisdom and skill in interpersonal practices exists only in action, this thesis is built upon a concern regarding whether values embedded in these practises could be threatened as a result of the difficulty to grasp them. The forms of embodied knowledge possessed by the preschool teachers in this study appear as relational and situated in the co-embodied space in between the preschool teacher and the child, or, more correctly, between everyone in the group. In the interaction enabled by the good relationship the embodied forms of knowledge express themselves as mastery, a skill honed by care that I have chosen to describe using terms such as groove, weight, and empathetic timing.
|
|
| 2. |
- Mollberger Hedqvist, Gun, 1950-
(författare)
-
Samtal för förståelse : Hur utvecklas yrkeskunnande genom samtal?
- 2006
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The present study belongs in the tradition of working-life research. In this tradition, the point of departure lies in working people’s experience in their occupation. Through reflection on this experience and studies in the occupational field the researcher seeks to elucidate and develop occupational knowledge and skills.As a teacher I have long been preoccupied with how teachers may develop their occupational skills. Teachers wish to promote others’ learning, but how do they themselves learn to be good teachers? In the present work I wish to elucidate how teachers can develop their occupational skills through discourse. Equally, I wish to gain a better understanding of my own professional experience as a teacher and supervisor. These two goals are interconnected.I hope to develop an insight that not only shows my dilemma in a supervision situation but also illustrates the teacher’s challenge when he or she is to develop professional skill as a supervisor. On the one hand the supervisor needs to listen with an open mind to the person being supervised; but on the other, given knowledge places so many constraints upon listening that openness becomes impossible. Can the teacher experience his or her situation in such a way that this dilemma may be avoided? To deepen and modify my answer to this question I carried out fieldwork in my own occupational field. I have studied such teachers’ accounts of their meetings with children as have emerged from two discourse situations: child conferences and group supervisions.The teachers’ discourse shows that the issue is to understand what one has experienced – understanding is the starting point for the development of occupational skill. An attitude of open listening, to oneself and in interaction with others, is a precondition for occupational skills to grow. In other words, a space for reflection is needed if understanding is to be achieved through the medium of discourse.
|
|
| 3. |
- Ljungberg, Roland
(författare)
-
En resa från det ordlösa : en kartläggning av ett personligt yrkeskunnande
- 2008
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- A Journey from the Wordless is a study of the development of the author’s own professional knowledge. After an introductory chapter on theory and method, there are four chapters treating of the author`s academic training as an artist (Ch. 2), a presentation and analysis of his own exhibitions (Ch. 3), a chapter on a cooperative effort entitled Pompeii in Time and Space (Ch. 4), and a concluding discussion of the nature of personal knowledge (Ch. 5). Questions are addressed concerning artistic knowledge; how it is built and transferred and how it is developed and transformed. Since the author`s own professional knowledge is the object of the research, special perspectives on personal experience emerges that otherwise would be difficult to articulate. The thesis is also a contribution to the debate surrounding artistic research in the visual arts, focusing on the importance of reflection and analysis in art education and creative art work.
|
|
| 4. |
- Ratkić, Adrian, 1965-
(författare)
-
Dialogseminariets forskningsmiljö
- 2006
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This study explores the application of the dialogue seminar method within a doctoral programme KTH Advanced Programme in Reflective Practice of the research area of Skill and technology at the Royal Institute of Technology (KTH) in Stockholm. In order to understand distinctive features of the dialogue seminar method the study starts with a survey of how the method and its spirit were affected by the history of ideas related to the research area, of which many were generated within the intellectual milieu gathered around the Dialogue seminar of the Royal Dramatic Theatre in Stockholm and cultural journal Dialoger.The dialogue seminar method stands for a well thought out idea about what the link between skills, literature, philosophy, history of ideas, art and science is made up of. This idea is expressed in the way the dialogue is conducted; various topics are explored through associations, digressions and deviations form the subject. This indirect approach to reflection is called analogical thinking in contrast to the thinking based on deduction or induction. Analogical thinking prevails in judgement and action. It is also of great significance in e.g. development projects, in arts, all sorts of problem-solving, and those phases of research that call for inventiveness and imagination.The Dialogue Seminar’s Research Milieu brings up new questions about the possibilities of pursuing scientific or methodological reflection by means of analogical thinking and about the status of classical humanistic readings within the post graduate education.
|
|
