| 1. |
- Ekberg, Jan-Eric, et al.
(författare)
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Didaktik informed teaching arrangements in preschool with a focus on movement
- 2022
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Ingår i: Educare. - : Malmö universitet. - 1653-1868 .- 2004-5190. ; :2, s. 141-172
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Tidskriftsartikel (refereegranskat)abstract
- Most children attend preschools in Sweden,and preschool is thus an important arena for children’s development and growth as well asforthedevelopment of and through movement. However, little is known about the teaching of movement in Swedish preschools. This article develops knowledge of what can characterize such teaching, particularly regarding goal and motive, content,and teaching actions. The material was generated in 2018–2019 in collaboration with 42 preschool departments in Sweden. The theoretical approach is didaktik, and “why”, “what”, and “how”questions are used as analytical tools. A variety of content can be seen, such as fundamental movement skills, different aspects of movement and, in a few teaching arrangements, physical activity. The teaching is often led by the teacher, though the children are sometimes co-leaders. The results also indicate a focus on inherent values but also on investment and added values. The study highlights the importance of preschool teachers’ attention to the prospective object and purpose of teaching movement, but also of teachers’ competence and the need for conscious strategies for teaching movement. Through well-grounded didaktik choices, children can be offered good opportunities to experience and explore movement.
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| 2. |
- Holmberg, Ylva, et al.
(författare)
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Post-structurally and didaktically informed teaching arrangements in preschool : exemplified by “rhythmatechs” as multivocal teaching
- 2022
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Ingår i: Educare. - : Malmö universitet. - 1653-1868 .- 2004-5190. ; :2, s. 212-248
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Tidskriftsartikel (refereegranskat)abstract
- The article is based on a substudy in an R&D programme in which participants try out a didaktically and post-structurally informed teaching arrangement. The article is guided by the question What can characterise the “what”, “how”, and “why” questions of teaching from the standpoint of a post-structurally and didaktically informed teaching arrangement in the preschool? The substudy is based on material consisting of 251 documents, including co-plans, videos (5.5 hours) and photo documentation, as well as co-assessment. A didaktical oriented abductive analysis was carried out. The results pave the way for the content combination offered by the concept rhythmatechs(rhythmics-mathematics-technology) as a multivocal alternative to more subject-focused teaching. Within the framework of project-and theme-oriented working methods, the content appears on the one hand to be both transdisciplinary and interdisciplinary, and on the other hand, to represent specific content areas, such as science, mathematics, and music. We tried out a didaktik model that combines the didaktik triangle with didaktik questions “what”, “how”and “why”. The model stands in relation to results that focus on inter-and/or transdisciplinary content, in project-and theme-oriented approaches, and selection of content as goals and/or means.
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| 3. |
- Palla, Linda, et al.
(författare)
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Didaktiska stämmor om undervisande förskollärare : Chefers och förskollärares språkliga modelleringar om förhållningssätt, kunskaper och utövning i förskola
- 2020
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Ingår i: Educare. - : Malmö universitet. - 1653-1868 .- 2004-5190. ; :2
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Tidskriftsartikel (refereegranskat)abstract
- We usedidactic grounding to explore and develop knowledge regarding what might constitute a teaching preschool teacher. The research questions are 1)Which didactic components emerge in preschool teachers’ and managers’ written descriptions?and 2)How may these didactic components be interpreted and understood? In 2018, at the end of a 3-year-long project about teaching in preschool, we have analysed 160 written reflections by preschool teachers and managers from 10 Swedish municipalities through multi-vocal didactic modelling. Similar to previousresearch, this study indicates a linguistic shift as the preschool teachers and managers have embraced theconcept of “teaching” and, with their written descriptions, fill the picture of a “teaching preschool teacher” with didactic content and meaning. The results highlight characteristic components that can be understood as preschool teachers’ didactic approaches, knowledge, and practice. These components include aspects such as awareness, presence, reflection, theoretical knowledge, goal-oriented planning, implementation, and follow-up.
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| 4. |
- Vallberg Roth, Ann-Christine
(författare)
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Styrning genom bedömning av barn
- 2009
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Ingår i: Educare. - : Malmö högskola. - 1653-1868 .- 2004-5190. ; :2-3, s. 195-219
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Tidskriftsartikel (refereegranskat)abstract
- Styrning genom bedömning av barn Artikeln syftar till att väva samman en del av vad som framgått i tidigare studier med fokus på bedömningar av barn i individuella utvecklingsplaner från förskola och förskoleklass. Studien går dels ut på att placera fenomenet med IUP i en vidare trend, dels att beskriva och problematisera innehåll och bedömningar i de individuella utvecklingsplanerna. Vilket ”erbjudande” av innehåll och möjliga identiteter och subjektspositioner formuleras för barnet i de individuella utvecklingsplanerna? Vad innebär det för barn, vårdnadshavare och lärare att IUP är en allmän handling? Teoretiskt bidrar artikeln till ett gränsöverskridande möte mellan det läroplansteoretiska och kritiskt didaktiska bedöm¬nings¬området samt barndoms¬teori. Artikeln inleds med beskrivande avsnitt om metod, huvudbegrepp och teoretiska utgångspunkter. Därefter placeras bedömning och dokumentation av barn i en vidare transnationell trend. Sedan följer avsnitt rörande olika typer av bedömning samt bedömning av barn på olika platser. Artikeln utmynnar i en avslutande kommentar.
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| 5. |
- Vallberg Roth, Ann-Christine
(författare)
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Teaching in preschool : Multivocal didaktik modelling in a collaborative conceptual replication study
- 2022
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Ingår i: Educare. - Malmö : Malmö universitet. - 1653-1868 .- 2004-5190. ; :2, s. 1-20
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- The problem of what characterises preschool teachingemergedin 2010, when the Swedish Education Act began regulating teaching in Swedish preschools.There are few comprehensive long-term studies that investigate teaching conducted in collaboration between preschool teachers, managers, and researchers, and that focus on testing not just one but multipletheory-informed teaching arrangements in preschools.Furthermore, there is a dearth of replication studies in general and of conceptual replication studies of collaborative research focused on preschool teachingin particular. This themed issuepresents the results of a collaborative conceptual replication study based on a research and development (R&D) programme entitled “Multivocal teaching in preschools”.The issueis practically and theoretically positioned in a Continental–Nordic didaktik tradition, specifically a critical-reflective one. The articles in this themed issue present the results of testing theory-informed teaching arrangements in preschools, in which didaktik are combined with different content and teaching foci. One overarching contribution in this publication is the concept of multivocal didaktik modelling. This concept has been tried out in comprehensive collaborations and includes scientific bases and provenexperiences that emerged in multivocal traces and didaktik models, in plural. Multivocal didaktik modelling are positioned within the framework of democratic values and in relation to the complex teaching realities in preschool. Overall indications of a contribution to knowledge development involve theory-informed practical development and practice-based theoretical and conceptual development. The concept of multivocal didaktik modelling can befurther elucidatedin future studies
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| 6. |
- Vallberg Roth, Ann-Christine, et al.
(författare)
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Teaching in preschools : Multivocal didaktik modelling
- 2022
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Ingår i: Educare. - : Malmö universitet. - 1653-1868 .- 2004-5190. ; :2, s. 58-101
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Tidskriftsartikel (refereegranskat)abstract
- Since teaching in Swedish preschool was regulated in the Education Act 2010, preschool teachers have appeared to struggle with the concept of “teaching” in their day-to-day practices.This paper is based on a collaborative R&Dprogramme involving preschool teachers and researchers aimed to build knowledge of what can characterize teaching in preschool.The research was carried out in 40–44 preschools/preschool departments in eight municipalities in Sweden between 2018 and 2020. The method was based on a praxiographic approach where preschool teachers tried out different theory-informed teaching arrangements, including didaktik, variation-theory, post-structural gateway and pragmatic perspective. The material for the article consisted of 350 co-plans, 305 co-evaluations and 35 hours of video. Analysis was based on a didaktik premise and can be methodologically described in terms of abductive analysis. Theory-informed teaching arrangements have been tried out and shown to support teachers in conducting teaching in the complex reality that is based on scientific grounds and proven experience. In summary, the analysis is merged in a communicable entity through the concept of “multivocal didaktik modelling”.
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