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- Holmqvist Olander, Mona, 1961-, et al.
(författare)
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Theoretical appropriation in pre-school teachers’ expressions after in-service training
- 2013
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Ingår i: Creative Education. - 2151-4755 .- 2151-4771. ; 4:7A2, s. 11-16
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Tidskriftsartikel (refereegranskat)abstract
- Purpose: The aim of this article is to describe pre-school teachers’ learning of a theoretical framework, introduced in an in-service training by describing the ways they implicitly and explicitly appropriate the theoretical framework. Methods: This paper is the second analysis from a course evaluation that aimed to develop a group of 24 pre-school teachers’ knowledge and use of learning study. The empirical material was collected after a course funded by the Swedish National Agency of Education. The participants (n = 24) were all highly experienced pre-school teachers selected by their municipal employers. The course consisted of literature studies, theoretical discussions and practical work in the form of a learning study project focusing on the teachers’ own practices. They were divided into seven groups. Each group conducted one learning study. After the course, the pre-school teachers answered an evaluation and one of the questions analyzed here was: “Has your understanding of children’s learning developed during the course and, if so, in what way?” The answers were analyzed to show whether and how the theoretical framework was appropriated and expressed in their practice. Results: The result shows that all teachers understood the meaning of the concept of“variation” in the theoretical framework to mean variation of aspects of the content instead of variation of methods. Half of the teachers (n = 12) also used the concepts of variation theory properly, even if the question did not require them to do so. In total, 12 out of 24 participants used the concepts from the theoretical framework, namely: object of learning, critical aspects, variation, simultaneity and discernment.
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| 2. |
- Thulin, Susanne, et al.
(författare)
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Förskolans uppdrag
- 2013. - 1
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Ingår i: Learning Study i förskolan. - Lund : Studentlitteratur. - 9789144092980
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 3. |
- Djärf, Agneta Ljung, 1961, et al.
(författare)
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Patterns of variation: a way to support and challenge early childhood learning?
- 2013
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Ingår i: Creative Education. - 2151-4755 .- 2151-4771. ; 4:7A1, s. 33-42
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Tidskriftsartikel (refereegranskat)abstract
- The purpose in this article is to elaborate on how the use of patterns of variation designed by variation theory can challenge and develop the early childhood education (ECE) practice. The analysis is based on six learning study (LS) projects conducted in Swedish ECE. A LS is a systematical, theoretical based de- velopment of teacher professionalism, often in close cooperation with researchers. The projects included 17 teachers, 140 children and 7 researchers. The video documented empirical material consists of 16 analysis meetings, 14 interventions and 407 pre-, post-, and delayed posttests. Each project is a concrete example of the use of patterns of variation to increase early childhood learning. In all cases a tendency of qualitative changes in children’s ways of discerning the object of learning could be noticed. The purpose is to search for how this can be understood from a variation theoretical perspective. The main focus is on changed ways of performing the interventions to search for how patterns of variation were used to create and capture the learning situations throughout the projects. One of our findings is that we have seen that it takes more than one intervention for the teachers to capture which aspects of the object of learning are critical in the targeted group, but as the iterative process allows them to try out the design more than once, they manage to find them. The second finding is that the teachers changed focus from taken for granted assumptions of each child to focusing on their own design to facilitate the child’s learning. Finally, the aspect supposed to be discerned has to vary against an invariant background to be discerned by the chil- dren, and to separate the principle from the representation is needed to be able to generalize their new knowledge
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| 8. |
- Holmqvist Olander, Mona, 1961-, et al.
(författare)
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Using learning study as in-service training for preschool teachers
- 2012
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Ingår i: Early education in a global context. - Bingley : Emerald. - 9781781900741 - 9781781900758 ; , s. 91-107
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Bokkapitel (refereegranskat)abstract
- The main focus of this study is preschool teachers’ own learning from a specific course aimed to develop their knowledge of how to use learning study (LS) in preschool. The study included 24 qualified and experienced preschool teachers who took part in the course. The course was funded by the Swedish National Agency for Education and the teachers were chosen by their municipal employers. An analysis is made of their experiences of the in-service course on LS and variation theory. The 24 preschool teachers were divided into seven groups, each of which implemented one LS. A total of 162 preschool children participated. After the course, the participants were asked, “How do you think LS can contribute in preschool?” Their answers were analyzed, and six qualitatively different categories were found, capturing their different perspectives. In the studies reported in this chapter, the results of the children's learning outcomes are also briefly reported to offer readers a background understanding of the teachers’ experiences. The children's learning outcomes did all show an improvement. In describing their experiences of the in-service training using LS, all of the 24 participating preschool teachers reported that their understanding of children's learning had changed and improved. They specifically mentioned having a stronger focus on content than before, seeing the difference between learning and method by separating them, and focus on the learning of a defined content in the first place.
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| 10. |
- Ljung-Djärf, Agneta, 1961-, et al.
(författare)
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Focus on play or the object of learning, or both at the same time? : examples from three Learning Studies conducted in Swedish pre-school context
- 2012
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Ingår i: Abstracts book. ; , s. 20-
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The Swedish school system offers a curriculum based early childhood education for children aged one to five, and a pre-school class for children aged six. Activities have by tradition been based on play and having fun, thus avoiding structured activities with formal learning objectives. Due to indications that the Swedish pre-school failed to use its resources to stimulate children's learning, the revised curriculum for preschool now contains discernible learning objectives. The aim of the paper is to discuss and exemplify the process of pre-school teachers changed focus during three learning study processes conducted in Swedish pre-school. In total, 13 pre-school teachers working with 95 children aged from two to six and 4 researchers participated. The object of learning in each study were: 1. Geometry (2-3 year-olds), 2. Organic decomposition (4-5 year-olds) and, 3. Twice as (6 year-olds). The empirical material consists of 285 pre-, post-, and delayed post- test interviews with the children, nine planning meetings and nine teaching activities. The result shows that the three learning study processes revealed complications not anticipated when play was used as an, more or less, axiomatic way of framing the teaching activities. During the learning study processes the pre-school teachers awareness of and chosen focus in the teaching activities changed. At the same time a changed focus also could be noticed among the participating children thus making an enhanced learning possible.
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