| 1. |
- 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.
|
|
| 2. |
- Åsén Nordström, Elisabeth, 1952-
(författare)
-
Pedagogisk handledning i tanke och handling - en studie av handledares lärande
- 2014
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of the thesis is to investigate how a number of pedagogical supervisors develope their supervisory competence. In order to meet this objective the following issues were important: What sort of learning takes place among the supervisors? In what ways have different frameworks and conditions been important for guiding the talks? Can the patterns of conversation be discerned during the sessions and how do these patterns reflect their learning and skills?The thesis presents two studies of educational supervisors and tutor based learning which were carried out with about five years delay. The first study was conducted with twenty newly trained supervisors and a second follow-up study was conducted with ten of the same supervisors. The analysis of the empirical material of study 1 shows, among others, in which direction the talks evolve during mentor sessions and to what extent they change character to deepen and lead the supervisors to develop new perspectives and ways of looking at their role. The analysis of the empirical data in study 2 illuminate how each supervisor’s learning progresses by analyzing interviews, conversations and reflections. This study analyzes the supervisors’ levels of reflection, the traditions reflected in the supervisors’ way to lead session conversations, the conversation patterns that emerge and how the supervisors’ learning and supervisor competence developed.
|
|
| 3. |
- Aure, Venke, 1954-
(författare)
-
Kampen om blikket : En longitudinell studie der formidling av kunst til barn og unge danner utgangspunkt for kunstdidaktiske diskursanalyser
- 2011
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Interest in how children and young people encounter art has been the driving force behind this thesis. I have focused on how the target group's meeting with art in art museums, but also schools, can help to develop knowledge and understanding of the dissemination process. The study is empirical based, involving observations and interviews with 20 participants during several years.Perspectivation under the first phase of the study centered largely on analyzing art didactics as a complex phenomenon in the interface between the adults' intentions, rationales and decisions at different planning levels and the experiences of children and young people related to dissemination activities. As established dissemination theory did not provide a case related conceptual framework for analyzing the empirical material arising from the interrelationship between the visual arts and didactics, the empirical focus of the thesis was supplemented with a conceptual and more developed theoretical perspective. The research focus came to be concentrated on incorporating the phenomenon of art dissemination into an epistemological, theoretical and art paradigmatic discourse. Theories connected with youth culture are applied to highlight children and young people as co-constructors in their encounters with art.The empirical data refers to the conflict between the modernist established doxa of the dissemination field and the more postmodernist, relational orientation of the informants. As a basis for the understanding and processing of the field of study, I chose a constructivist research perspective that emphasizes that texts are always written from a specific position embedded in different theories and values.
|
|
| 4. |
- Lind, Ulla, 1951-
(författare)
-
Blickens ordning : Bildspråk och estetiska lärprocesser som kulturform och kunskapsform
- 2010
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The main aim of this thesis is to research and discuss the conditions for visual and aesthetic learning processes as forms of culture and knowledge. Poststructural theories are used and the empirical findings are analyzed in relation to visual cultural studies as well as in relation to dominant orders of seeing and regimes of observation in visual pedagogies. The study employs two different research methods for investigating the conditions for children practicing visual languages as communicative and aesthetic learning processes. In the first study, visual and verbal documentation of aesthetic learning processes in four different preschool settings are followed and conducted. In the second study, school children were invited to visually represent their answers to the following question: “Tell in pictures about how it is to be a school child/pupil?” This research contributes to an increased understanding of visual languages, visual culture and aesthetic and creative learning processes contextualized through historical and contemporary meanings of preschools and schools.
|
|
| 5. |
- Öhman Gullberg, Lisa, 1959-
(författare)
-
Laddade bilder : Representation och meningsskapande i unga tjejers filmberättande
- 2008
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The overall aim of this dissertation is to investigate how students engage with visual representations as a signifying practice in an educational context. This question is scrutinized through two young girls’ three video films and interviews with the producers. The study is guided by an interest in what these young students communicate with their films, how this is done and how they relate to the cultural and social world in their representation. The title, Ambiguous Images, alludes to the signifying work with film, images and words done by the two girls. The films raise topics such as sexuality, equality and gender which set their mark on the situation of young females, both in school and in their leisure time. The result shows that moving images fulfil the function of negotiating the significations as well as making it possible for the girls to create their own alternative representations. Each film contributes an alternative discourse, in contrast to dominant texts that apply to the constitution of the cultural and social context they address. The study demonstrates that learning is a process of selection, adaptation and transformation motivated by the interests of the pupils and the context of learning. Other important issues are also raised concerning the students’ possibilities to participate in and influence the school subject in question. This involves both the opportunity of engagement with a multiplicity of modes and the possibility to adopt their own voice and view of the world. Both the methodological and the theoretical approach in the dissertation have multimodal and social-semiotic perspectives, which are combined with a design approach. These combinations are united in a presentation of representation and communication as a social process of sign-making.
|
|
