Undervisning i förskolan: en ansats utifrån förskollärares yrkeskunnande

• The paper argues that Swedish preschool teachers tend to be depicted mainly as subjects for policy implementation when it comes to their mission to teach in preschool. Taking the perspective of inside-out-professionalism the purpose of the paper is to make visible how preschool teachers have developed professional knowledge about teaching from within the preschool context. Methodology is based on semi-structured interviews with ten experienced preschool teachers, adopting content analysis. Teaching is defined openly as a conscious arrangement for learning. Dewey´s notions of experience, environment and subject content further illuminated the result. Two main categories were discerned, both paying emphasis on the experience and active participation of the child: identifying potential subject components in children’s experience and arranging an environment in which the child becomes a part. Each main category further includes two sub-categories. It is concluded that the present issue of implementing teaching in preschool could gain from research on established preschool practise based on inside-out-professionalism and made visible through Dewey’s theorical lens.

Ämnesord

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap (hsv//swe)

SOCIAL SCIENCES  -- Educational Sciences (hsv//eng)

Nyckelord

Innovative Learning

Innovativt lärande

Publikations- och innehållstyp

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