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- Thulin, Susanne, et al.
(författare)
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Epilog
- 2023
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Ingår i: Pedagogiskt arbete. - Lund : Studentlitteratur. ; :1, s. 265-270
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 5. |
- Bergh Nestlog, Ewa, et al.
(författare)
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Så här gjorde vi! : Erfarenheter från ett arbetslag
- 2007. - 5
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Ingår i: "Säjer dom vetenskapligt en gång till så spyr jag!". - Kalmar : Institutionen för Hälso- och Beteendevetenskap, Högskolan i Kalmar. - 9789189584976
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 6. |
- Bjervås, Lise-Lotte, 1960-, et al.
(författare)
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Pedagogisk dokumentation för lärande
- 2017. - 1
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Ingår i: Förskolan och barns utveckling. - : Gleerups Utbildning AB. - 9789140694638 ; , s. 227-244
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 7. |
- Bjervås, Lise-Lotte, 1960-, et al.
(författare)
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Pedagogisk dokumentation för lärande
- 2020. - 2
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Ingår i: Förskolan och barns utveckling. - : Gleerups Utbildning AB. - 9789151103419 ; , s. 243-259
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 8. |
- Dahl, Marianne, 1954-, et al.
(författare)
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Belonging for everyone : Teachers priorities regarding the work with children’s belonging and inclusion in school-age educare
- 2023
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Ingår i: NERA Conference 2023. - : Nordic educational research association.
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Konferensbidrag (refereegranskat)abstract
- The aim is to contribute knowledge partly about teachers views about their work with children’s belonging and inclusion in after-school educare (SAEC) partly about how the teachers approached a development work within the framework of ULF. The following research question guides the study: What do teachers emphasize and prioritize regarding their work with children’s belonging and inclusion in educational practice?Theoretical frameworkTheoretically, the study is based on Nira Yuval-Davies' (2011) theory of the politics of belonging and her analytical framework including the three inter-related dimensions: categorization, identification, and valuation.Methodological designMethodologically, the study is based on a participant-oriented approach based on an interactive research model (HELIX, 2009). Two groups of teachers from different after-school settings as well as their assistant principals participated in the project, all together 14 participants. The data consists of recorded conversations from a total of six group discussions in seminars, as well as two group interviews.Expected conclusions / findingsThe findings show that the teachers prioritize and highlight an activity-based work through councils to support children's participation and inclusion in educational practice. Furthermore, the group is used as a tool in the teachers’ work for children's belonging. The teachers appear to be active and present when supporting belonging and they believed in a scientific basis for their work. The two groups of teachers handled the development project in different ways, which is described in terms of inductive and deductive approach.Relevance to Nordic educational researchResearch on education provides the opportunity for exchanges of knowledge and experience between Nordic researchers. This in turn leads to exchanging experiences in developing environments to develop and test sustainable collaboration models between academia and the school or school system regarding research, school activities and teacher education.
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| 9. |
- Dahl, Marianne, 1954-
(författare)
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Fritidspedagogers handlingsrepertoar : Pedagogiskt arbete med barns olika relationer
- 2014
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis aims to make a contribution to our current understanding regarding leisure-time pedagogues’ work with children’s relationships. Here focus is placed on the collective action repertoire as expressed by two different groups of leisure-time pedagogues. The research questions addressed are: How do leisure-time pedagogues work with children’s relationships and how do they view such relationships? What communities do they identify? What qualities in children’s relationships do they regard as desirable? The theoretical framework of this study is based on Wenger’s (1998) social theory regarding learning in communities of practice, as well as Gergen’s theory of relationships as an inevitable part of human existence. Consequently, within this thesis relationships are viewed as mainly negotiated and are therefore dynamic in character. The methodological approach is ethnographic, focusing on leisure-time pedagogues’ work with and talk about children’s relationships. The study is based on data derived from eight leisure-time pedagogues divided into two different work teams of four pedagogues, covering two different leisure-time centres and involving 60 children of 6-11 years of age. Final analysis is based on concepts derived from both Wenger’s and Gergen’s theories, for example; action repertoire, relational qualities, communities of practice and shared interests. Results suggest that the communities of practice and the alliances that pedagogues identify are often gender-related and built on common interests. The pedagogues’ action repertoire illustrates a desire to facilitate encounters between children and promote harmonious relationships. Leisure-time pedagogues support relationships characterized by consensus, respect, confidence and adaptation to rules, whereas those marked by conflict, disharmony, breaking rules or aggressions are counteracted. Various notions emerge in pedagogues’ action repertoire based on normative thinking, where different relational competences are ascribed to children. Some children are described as relationally competent while other children, who do not adapt themselves in a desirable manner, are described as having difficulties adjusting their relational competence. The results also reveal a lack of guidelines for handling the variety of differences in children’s relationships and display the lack of a common professional language for verbalizing children’s relational work.
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Dokumentation i förskolan : Att bygga luftslott eller borga för kvalitet?
- 2021
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Samlingsverk (redaktörskap) (populärvet., debatt m.m.)abstract
- Sedan den första revideringen av förskolans läroplan gjordes 2010 har uppdraget att arbeta med dokumentation och kvalitetsarbete förstärkts. Förskollärare har tillsammans med övriga i arbetslaget ålagts att dokumentera enskilda barns lärande och utveckling för att utvärdera i syfte att öka utbildningens kvalitet. Syftet med boken är att, baserat på forskning, bidra till en mångsidig diskussion avseende förskolans dokumentationspraktiker, relaterat till barns utveckling och lärande samt till kvalitetsarbete. En underliggande fråga i boken är om dokumentationsarbete i förskolan bygger luftslott eller om detta arbete kan borga för kvalitet.Den forskning som presenteras i boken bygger främst på fem licentiatavhandlingar som är sprungna ur projektet Små barns lärande, ett projekt som initierats och finansierats av tolv kommuner i södra och mellersta Sverige i samverkan med det fristående forskningsinstitutet Ifous. Linnéuniversitetet har ansvarat för den del av projektet som har innefattat en kommunfinansierad forskarutbildning. I boken medverkar även seniora forskare. Dokumentation i förskolan. Att bygga luftslott eller borga för kvalitet? vänder sig främst till studenter på förskollärarutbildningar samt yrkesverksamma i förskolan, inkluderat rektorer.
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