| 1. |
- Berge, Anita, et al.
(författare)
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Discourse of efficiency : conflicting values in educator’s talk about everyday practice in the cloakrum
- 2018
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Ingår i: Values education in early childhood settings. - Cham : Springer. - 9783319755588 - 9783319755595 - 9783030092641 ; , s. 297-311
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Bokkapitel (refereegranskat)abstract
- This chapter examines conflicting values in a study on educators’ talk about everyday practices in preschool. The aim of the study is to identify how different values create meaning regarding efficiency in educators’ conversations about everyday practices with children in the cloakroom. The research questions are as follows: How does the discourse of efficiency emerge from educators’ conversations? What different values can be identified in the educators’ descriptions of everyday practices in the cloakroom? The theoretical and methodological frameworks are based on Fairclough’s critical discourse theory. The textual analysis revealed metaphors and identified implicit values in the educators’ utterances. The results highlight a network of various values in the educators’ talk, which are connected in complex ways. They represent different discourses struggling to occupy a hegemonic position in the educators’ utterances. This indicates an ongoing process of restructuring or change in the social relations in preschool and in the identities of the preschool educators.
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| 2. |
- Bjervås, Lise-Lotte, 1960-
(författare)
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Bedömning av förskolebarn i en kunskapsekonomi
- 2015. - 1
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Ingår i: Utvärdering & pedagogisk bedömning i förskolan. - Stockholm : Liber. - 9789147111954 ; , s. 156-164
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 3. |
- Bjervås, Lise-Lotte, 1960-
(författare)
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Bedömning av förskolebarn i en kunskapsekonomi
- 2023. - 2
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Ingår i: Utvärdering & pedagogisk bedömning i förskolan. - Stockholm : Liber. - 9789147149247 ; , s. 174-185
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 7. |
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| 8. |
- Bjervås, Lise-Lotte, 1960-
(författare)
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Fairness in a preschool context
- 2016
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Ingår i: Abstract book. 26th EECERA Annual Conference, Happiness, Relationships, Emotion & Deep Level Learning, Dublin, 31st-3rd September, 2016.
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Konferensbidrag (refereegranskat)abstract
- The aim is to add to the knowledge of how fairness as a value can be communicated between teachers and children in preschool. The questions are: What do the teachers' actions and words convey to the children about the meaning of the value fairness? How is fairness imagined in relation to the collective versus in relation to the individual? What seems to be fair or unfair from the children's point of view? This study is based on research on moral values in Norwegian and Swedish preschools conducted by Johansson (2002, 2007a, 2007b, 2009, 2011) and Emilson (2007, 2008, 2009). The theoretical framework is taken from Habermas. Data has been gathered at a preschool and consists of video observations of interactions between teachers and children, as well as of the teachers' own narratives. The study was conducted in accordance with the ethical guidelines of the Swedish Research Council. The participants are informed about the study in accordance with these guidelines. They have signed a voluntary agreement to participate. The parents have also approved the video-recording of their children. No child has been filmed if they showed that they don't want to participate. The result shows that the teachers' ideas and actions concerning fairness are not always perceived by children in accordance with the adults' intentions. In order to broaden their understanding of how the value fairness may be expressed in the pedagogical practice, teachers need to become aware of both their own view of fairness and the children's view of fairness.
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| 9. |
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| 10. |
- Bjervås, Lise-Lotte, 1960-
(författare)
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Individual and Collective Values in Preschool – a Field of Tension
- 2015
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Ingår i: Abstract book. Innovation, Experimentation and Adventure in Early Childhood, 25th EECERA Annual Conference, Barcelona, Catalunya, Spain, September 7-10, 2015. ; , s. 72-72
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Konferensbidrag (refereegranskat)abstract
- How are teachers talking about collective and individual values in preschool? Which field of tension between individual and collective values emerge and how are these handled according to the teachers’ utterances? This study is based on research on moral values and democracy issues in preschool, which has been conducted by Johansson and Emilson (2009). Theories from Bakhtin and Fairclough have been applied, in order to understand how these teachers talk about individual and collective values in preschool. Group interviews with teachers in preschool have been conducted in order to produce empirical data. The method used to interpret the teachers’ discussions is discourse analysis. Each teacher has signed a written agreement to participate in the research project and the ethical principles of the Swedish Research Council have been considered. In a value pluralistic society communication of values in interpersonal encounters involve both challenges and dilemmas for teachers in preschool. In the work to support individual and collective values individual values tend to be emphasised according to the utterances. If discourses about value educational work in preschools is made visible it may mean that prevailing, sometimes unconscious, constructions of thought can be challenged in order to give teachers a deeper understanding, which may lead to change and development in the pedagogical practice.
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| 11. |
- Bjervås, Lise-Lotte, 1960-, et al.
(författare)
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Pedagogical documentation – a Tool to Support Children’s Learning Processes
- 2014
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Ingår i: Abstract Book. Us, Them & Me: Universal, Targeted or Individuated Early Childhood Programmes. 24th EECERA (European Early Childhood Education Research Association) Annual Conference, Crete, Greece, September 7 - 10, 2014..
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Konferensbidrag (refereegranskat)abstract
- How do preschool teachers talk about pedagogical documentation as a tool to support children’s learning processes? How can this kind of documentation be used in practice in a way that benefits both teachers and children? This presentation is mainly based on the results from a thesis about pedagogical documentation in preschools (Bjervãs 2011). Theories from Bakhtin and Fairclough have been applied, in order to understand the teachers talk about pedagogical documentation and children’s learning processes. The method used to interpret the teachers’ discussions is discourse analysis. Moreover, pedagogical documentation focusing on children's learning processes has been analysed. The documentation is carried out in interaction with the children. The parents of the children involved have consented to the usage of documentation of their children. The utterances are viewed as a part of a context, not as stand-alone utterances. The teachers talk about the documentation as narratives that the children can benefit by. The documentation serves as a communication aid for the children and makes it possible for them to take part in each other’s discoveries. According to the teachers the documentation can contribute to cooperative learning processes and children’s participation. At the same time some teachers emphasise that the teachers are running the risk of disrupting the children’s processes by documenting. Pedagogical documentation has the potential to be a tool that both teachers and children can use to support the children’s learning processes. Whether or not pedagogical documentation is beneficial to the children depends on the choices that the teachers make.
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| 12. |
- Bjervås, Lise-Lotte, 1960-, et al.
(författare)
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Pedagogical documentation and pedagogical choices
- 2017. - 1
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Ingår i: Pedagogical Documentation in Early Years Practice. - London : Sage Publications. - 9781473944619 ; , s. 27-39
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 14. |
- 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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| 15. |
- 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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| 19. |
- Bjervås, Lise-Lotte, 1960-
(författare)
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Pedagogisk dokumentation som verktyg för bedömning
- 2021
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Annan publikation (populärvet., debatt m.m.)abstract
- Lise-Lotte Bjervås forskar om förskolans bedömningspraktik. I den här artikeln kopplar hon samman pedagogisk dokumentation med bedömning och förklarar varför det är så viktigt att hålla fokus på den lärmiljö som förskolan erbjuder.
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| 20. |
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| 21. |
- Bjervås, Lise-Lotte, 1960
(författare)
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Samtal om barn och pedagogisk dokumentation som bedömningspraktik i förskolan - En diskursanalys
- 2011
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The preschool, nowadays an intergral part of the educational system, is to be found within a welfare state and a knowledge economy, within a society characterized by the idea of lifelong learning. As a conse-quence of this, the preschool is also a part of a strong culture of assessment and measurement of children’s development and learning, and for this purpose there are different tools which may be used by teachers. In Swedish preschools, it is common that teachers carry out pedagogical documentations where they try to capture what is happening in pedagogical practice by video recording, taking photos and writing down what children express during selected moments. The overall aim of this study is to investigate how teachers talk about children during their planning meetings when they are trying to understand together the children in relation to the documentation they have made. Two different teams of teachers in preschool, in total ten teachers, have been followed during planning meetings, each team in the course of about half a year. Data has been constructed through taperecording when the teachers were talking about the children during these planning meetings. The teachers’ utterances have been interpreted in the light of Mikhail Bakhtin’s theory of communication, including his thoughts about the dialogical voice, and with analytical tools derived from Norman Fairclough’s critical discourse analysis. The results of the thesis show that the teachers’ conversations about the preschool children are multifaceted. Discourses coexist in the utterances. Sometimes discourses are involved in hegemonic struggles, and sometimes they work together. The teachers talk about preschool children both as children with an essential identity and as children who take the subject positions which the context offers. When the teachers talk about the children they go back and forth between these images of children’s identity but in spite of this, above all the teachers talk about the preschool children in a manner which describes the children as children with a lot of competence. In the utterances the teachers primarily are discussing the competencies of the children. The teachers look upon the pedagogical documentation as a tool which supports the children’s possibilities to show themselves as competent children, a tool which may help the children to use compe-tencies they already have but also to cross boundaries and become even more competent. In the utterances the teachers also agree with each other about the idea that preschool children may be limited by their age. The teachers seem to talk about the preschool children in a manner that show that they are searching for the point where the children’s capacities reach their limit, and there is nothing in the context that may help the children to cross this border. The teachers also emphasize the responsibility they have to create favourable conditions for the children’s development and learning. The children are assessed by the teachers in relation to the preschool program they take part of. The moment when the teachers document the children’s activities stands out as a critical moment when the teachers may disturb the children in their processes. In the teachers’ utterances they express that the use of pedagogical documentation in preschool offers many advantages for the preschool children and these advantages outweigh the disadvantages.
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| 22. |
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| 23. |
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| 24. |
- Bjervås, Lise-Lotte, 1960-
(författare)
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Teaching about fairness in a preschool context
- 2018. - 1
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Ingår i: Values in early childhood education. - : Routledge. - 9781138230705 - 9781315316994 - 9781138230699 ; , s. 55-69
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 25. |
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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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| 26. |
- Lee Hammond, Libby, et al.
(författare)
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Pedagogical documentation and systematic quality work in early childhood : Comparing practices in Western Australia and Sweden
- 2021
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Ingår i: Contemporary Issues in Early Childhood. - : Sage Publications. - 1463-9491. ; 22:2, s. 156-170
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Tidskriftsartikel (refereegranskat)abstract
- Pedagogical documentation has been understood as an important way for early childhood educators to provide high-quality learning environments for children. The authors explore the contested nature of quality and its interpretation in two cultural contexts: in Western Australia, where pedagogical documentation is a relatively uncommon practice, and in Sweden, where pedagogical documentation is a relatively common practice. These locations were selected to provide a comparison between educators from these two different cultural and policy contexts. The main purpose of pedagogical documentation within the Swedish preschool system is to gain knowledge of how to systematically improve the quality of the preschool. This contrasts with the demands on Australian early childhood educators to ensure children meet achievement standards in the Foundation Year. Six preschool educators in each country responded to interview questions regarding what enables or hinders their systematic quality work. The participants in both countries were using some form of pedagogical documentation in their professional practice. This article draws on interview data and elaborates on the ways these educators understood the role of pedagogical documentation in what they regarded as systematic quality work. The findings provide insight into the impact of both policy and cultural contexts on individual educators' practices when using pedagogical documentation as a means to promote quality. The results indicate that differences in early childhood education policies between countries may lead to important differences in how pedagogical documentation is used by educators in their practice.
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| 27. |
- Pramling Samuelsson, Ingrid, et al.
(författare)
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Dokumentation, kommunikation och lärprocesser i förskolan.
- 2012
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Ingår i: Forskning om undervisning och lärande. - Stockholm : Stiftelsen SAF i samverkan med Lärarförbundet. - 2000-9674 .- 2001-6131. ; :8, s. 28-38
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Forskningsöversikt (övrigt vetenskapligt/konstnärligt)abstract
- Vi kommer i denna artikel att göra några korta presentationer av forskningsstudieroch diskutera dessa i relation till förskolans praktik. De områdensom vi specifikt kommer att beröra är dokumentation, kommunikationoch lärprocesser. Dokumentation, som är ett av de områden som det satsatsmycket på när det gäller fortbildning, kommer att sättas i relation tillkommunikation och lärprocesser som är två andra, i dag viktiga, begrepp iförskolans praktik.
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| 28. |
- Pramling Samuelsson, Ingrid, 1946, et al.
(författare)
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Dokumention, kommunikation och lärprocesser i förskolan
- 2012
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Ingår i: Samspelet mellan forskning och skola. Forskning om undervisning och lärande. - 2000-9674. ; 8, s. 28-38
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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