1. |
- Alnervik, Karin
(författare)
-
"Men så kan man ju också tänka!" : Pedagogisk dokumentation som förändringsverktyg i förskolan
- 2013
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Denna avhandling handlar om pedagogisk dokumentation som förändringsverktyg i förskolan. Syftet har varit att förstå lärande och förändring i förskolans verksamhet när pedagogisk dokumentation har använts som verktyg under en längre period.Empirin består av texter av och samtal med personal som arbetar påfyra förskoleenheter som samarbetade kring ett gemensamt projekt som initierats av Reggio Emilia-institutet där pedagogisk dokumentation var ett centralt verktyg. Studien fokuserar frågor kring organisation och förändring då utsagor om detta framstod som viktiga i deltagarnas samtal.Analysarbetet har skett i tre steg. I ett första steg gjordes en tematiskanalys. Materialet sammanställdes i tre teman: 1) En förändrad verksamhet. 2) Erfarenheter av dokumentationsarbete 3) Att organisera för utforskande lärande. I ett andra steg analyserades materialet med hjälp av verksamhetsteori, främst Engeströms modeller av verksamhetssystem och expanderat lärande. I det avslutande analysarbetet användes Wartofskys teorier om primära, sekundära och tertiära aspekter av ett verktyg. På så vis belystes pedagogisk dokumentation ur flera olika synvinklar.Resultatet visar att arbete med pedagogisk dokumentation innebär att förskolepersonal börjar diskutera epistemologiska och ontologiska frågor. Som en följd av detta förändrar förskollärarna sitt arbetssätt, vilket medför att motsättningar uppstår i verksamhetssystemet. För att lösa dessa motsättningar har verksamheten förändrats både på enhetsnivå och barngruppsnivå. Bland annat har arbetslaget utvidgats vid dokumentationsarbete. Det utvidgade arbetslaget har inneburit att berättelserna i dokumentationsmaterialet kommer i rörelse, genom att de analyseras i flera led. Berättelser som är i rörelse och att pedagogisk dokumentation kan uppfattas ur olika aspekter gör att pedagogisk dokumentation kan beskrivas som ett komplext verktyg.
|
|
2. |
- Elfström, Ingela, 1954-
(författare)
-
Uppföljning och utvärdering för förändring : pedagogisk dokumentation som grund för kontinuerlig verksamhetsutveckling och systematiskt kvalitetsarbete i förskolan
- 2013
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The purpose of the study is to examine, in relation to the curriculum for the Swedish preschool demands of assessment, evaluation and documentation what kind of knowledge that becomes possible through the use of pedagogical documentation, and how this knowledge answers to expectations of development of content, form and organisation of the early childhood educational context. Another purpose is to examine what a post-pragmatic perspective and an immanent idea of evaluation can imply for the two-folded task of the preschool: the societal reproduction of knowledge and the staging of possibilities for children’s own production of knowledge. Three theoretical perspectives have been used: curriculum theory, post-structural theory and an immanent philosophical perspective. Curriculum theory points out that it is essential to use and develop perspectives and methods of evaluation that relates to the goals of the preschool as tools for evaluation govern and shape both questions and analysis. The main study here is directed towards examining pedagogical documentation through an empirical study of one preschool’s use of pedagogical documentation during one year. When dealing with the empirical material my intention has been to make visible both kind of learning processes that this study interprets that the curriculum prescribes. Therefore one method used where curriculum theory and descriptions and categorisations as a part of a discursive analysis of how teachers use pedagogical documentation together with the children and in their planning-sessions. The second method consists of an immanent following up of the rhizomatic web of threads that appear and transform through the practice and where pedagogical documentation is part of the relational field of potentiality.
|
|
3. |
|
|
4. |
- Bjervås, Lise-Lotte, 1960
(författare)
-
Samtal om barn och pedagogisk dokumentation som bedömningspraktik i förskolan - En diskursanalys
- 2011
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The preschool, nowadays an intergral part of the educational system, is to be found within a welfare state and a knowledge economy, within a society characterized by the idea of lifelong learning. As a conse-quence of this, the preschool is also a part of a strong culture of assessment and measurement of children’s development and learning, and for this purpose there are different tools which may be used by teachers. In Swedish preschools, it is common that teachers carry out pedagogical documentations where they try to capture what is happening in pedagogical practice by video recording, taking photos and writing down what children express during selected moments. The overall aim of this study is to investigate how teachers talk about children during their planning meetings when they are trying to understand together the children in relation to the documentation they have made. Two different teams of teachers in preschool, in total ten teachers, have been followed during planning meetings, each team in the course of about half a year. Data has been constructed through taperecording when the teachers were talking about the children during these planning meetings. The teachers’ utterances have been interpreted in the light of Mikhail Bakhtin’s theory of communication, including his thoughts about the dialogical voice, and with analytical tools derived from Norman Fairclough’s critical discourse analysis. The results of the thesis show that the teachers’ conversations about the preschool children are multifaceted. Discourses coexist in the utterances. Sometimes discourses are involved in hegemonic struggles, and sometimes they work together. The teachers talk about preschool children both as children with an essential identity and as children who take the subject positions which the context offers. When the teachers talk about the children they go back and forth between these images of children’s identity but in spite of this, above all the teachers talk about the preschool children in a manner which describes the children as children with a lot of competence. In the utterances the teachers primarily are discussing the competencies of the children. The teachers look upon the pedagogical documentation as a tool which supports the children’s possibilities to show themselves as competent children, a tool which may help the children to use compe-tencies they already have but also to cross boundaries and become even more competent. In the utterances the teachers also agree with each other about the idea that preschool children may be limited by their age. The teachers seem to talk about the preschool children in a manner that show that they are searching for the point where the children’s capacities reach their limit, and there is nothing in the context that may help the children to cross this border. The teachers also emphasize the responsibility they have to create favourable conditions for the children’s development and learning. The children are assessed by the teachers in relation to the preschool program they take part of. The moment when the teachers document the children’s activities stands out as a critical moment when the teachers may disturb the children in their processes. In the teachers’ utterances they express that the use of pedagogical documentation in preschool offers many advantages for the preschool children and these advantages outweigh the disadvantages.
|
|