| 1. |
- Boström, Lena, 1960-, et al.
(författare)
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Läroplansimplementering och korstryck i fritidshemmets arbete
- 2018
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Ingår i: Educare. - Malmö : Malmo University Library. - 1653-1868 .- 2004-5190. ; :2, s. 107-132
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Tidskriftsartikel (refereegranskat)abstract
- I svenska fritidshem pågår i en daglig verksamhet för cirka en halv miljon barn. Den präglas av en komplexitet omfattande exempelvis förändringar av styrdokument, brist på en accentuerad pedagogik och en förändrad profession. Mot denna bakgrund fokuserar denna studie på fritidspedagogers uppfattningar om läroplansimplementering och eventuell genomslagskraft i den fritidspedagogiska praktiken. Empirin består av individuella intervjuer, fokusgrupper och fältstudier. I studien flätas teorier om läroplansdidaktik och organisationsteori samman. Som analytiska begrepp används läroplansimplementering och korstryck. Resultatet visar att värden och uppgifter som pedagogerna betonar i relation till styrdokumenten är sociala färdigheter, professionell ambivalens samt fritidshemmets status. Strategier personalen använder är hög ledarskapsstruktur, reaktiv bekräftelse av läroplansskrivningar samt traditionella fritidshemsverksamheter. Begränsningar är fritidshemsverksamhetens låga status i jämförelse med traditionell skolverksamhet, brist på tid för implementering, ”skolifiering” samt oklarheter i styrdokumentens innehållsbeskrivningar. Därmed upplevs flera stressande korstryck i olika bemärkelser i arbetet, vilket försvårar realisering av läroplanens intentioner.
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| 2. |
- Dahlström, Helene
(författare)
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Populärkultur som kunskapskälla i förskolan
- 2023
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Ingår i: Educare. - 1653-1868 .- 2004-5190. ; :2, s. 61-86
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Tidskriftsartikel (refereegranskat)abstract
- The present study examines how students in preschool teacher education perceive the role of popular culture in preschool education. By focusing on how to increase the knowledge of pre-service prescool teachers’ perceptions of popular culture in preschool, the study is an empirical contribution to early childhood literacy research. Further, the results can contribute to an understanding of how popular culture can be addressed in future preschools. The empirical data consists of focus group discussions with 67 preschool teacher students and individual interviews with seven preschool teacher students. A thematic analysis was carried out. Concepts of dimensions of literacy and funds of knowledge were used in analysis and discussion. The results reveal that participating preschool students perceived popular culture as a source of increased equity, learning, and critical literacy but also as challenging concerning equity and preschool's existing culture and value base. The main conclusion in the article is that future preschool teachers see that, together with a pedagogical idea, popular culture can be seen as a resource among others for learning and developing social competencies. However, the students did not uncritically celebrate popular culture as they highlighted the importance of preschool teachers' competencies regarding creating possibilities for critical reflections concerning popular culture that challenges democratic values.
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| 3. |
- Norberg, Malin, 1975-, et al.
(författare)
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Student teachers as co-creators when elaborating on a model for multimodal text analysis
- 2023
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Ingår i: Educare. - : Malmö University. - 1653-1868 .- 2004-5190. ; :2, s. 87-113
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Tidskriftsartikel (refereegranskat)abstract
- This paper aimed to examine and describe how a model for analysing multimodal texts is tested andelaborated on with students as co-creators during a teacher education course focusing on scientificawareness. The research questions used to achieve the aim were: How did the students as co-creatorscontribute to the development of the analytical model? What changes were made during the process, andhow was the model adjusted accordingly? How can the process and the adjustments in the model be furtherinterpreted in relation to the concept of student agency? Using a multimodal social semiotic framework forcommunication, we investigated three different groups of students using focus group discussions, videorecordings, and participatory observations. The results revealed the development of the model through adesign process in three design cycles into the current version and how students contributed to this process.The findings showed that students are offered agency while creating an opportunity for joint explorationbetween students and teachers, which is a rewarding experience that contributes to the development of allparticipants.
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