| 1. |
- Jansson, Birgitta, 1959-
(författare)
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Varför har dom ingen tvättmaskin? : Critical literacy hos elever årskurs 2 och 3
- 2022
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Vilka möjligheter finns för unga elever i skolår 2 och 3 att utveckla ett critical literacy-perspektiv utifrån den undervisning de deltar i och de texter de möter? Texter är inte bara skriven text utan text kan vara en bild, en film, ett inlägg på Instagram eller ett musikstycke som ska tolkas. Förståelsen av begreppet läskunnighet behöver därför vidgas eftersom eleven, förutom att läsa och skriva skriven text, också måste kunna tolka, reflektera över, kritiskt granska och skapa mening ur olika typer av källor. En sådan undervisning bidrar också till elevers utveckling till demokratiska medborgare, vilket också är ett övergripande mål i skolans styrdokument.I föreliggande licentiatuppsats undersöks möjligheterna för unga elever i skolår 2 och 3 att utveckla ett critical literacy-perspektiv utifrån den undervisning de deltar i. Syftet är att belysa om och i så fall hur undervisning i årskurs 2 och 3 skapar förutsättningar för elever att utveckla critical literacy. De kunskaperna behövs även för att kunna agera aktivt som samhällsmedborgare. Att kunna läsa och förstå texter ur olika perspektiv, att förstå att texter kan utesluta eller skapa fördelar för olika individer och att texter positionerar läsaren är en del av vad critical literacy handlar om. En teoretisk utgångspunkt för denna studie är därmed att elever, genom att läsa och arbeta med texter ur ett critical literacy-perspektiv, ges verktyg att bearbeta och tolka olika texter och skapa en förståelse för hur olika texter påverkar människor. Studien fokuserar på elevers respons i undervisning och datamaterial har samlats in i en klass med 20 elever under deras tid i klass 2 och 3 och består av klassrumsobservationer och intervjuer. Vid analys av materialet har Janks (2010) fyra begrepp, domination, access, diversity och design, använts för att analysera elevernas respons relaterat till olika textaktiviteter. Resultatet visar att elever, utan någon speciell undervisning om critical literacy, i sina diskussioner, framför allt i samhälls- och naturvetenskapliga ämnen, uppmärksammar vilka som dominerar i texter och varför vissa människor framstår som viktigare än andra. En slutsats är att unga elever både kan och vill diskutera svåra frågor om förutsättningar ges. När undervisningen har ett critical literacyperspektiv ges eleverna möjlighet att upptäcka och möjligen också bättre förstå sin omvärld. Genom sina egna erfarenheter kan eleverna inte bara visa medvetenhet om människor olika villkor utan också bidra med alternativ till förändring.
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| 2. |
- Bader, Britt-Marie, 1960-
(författare)
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Att lyssna med hela kroppen : en studie om lärares ledarskap i utvecklingssamtal
- 2023
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Keywords: Teachers´ leadership, parents-teachers ‘conference, primary school, didactic, hermeneutic, lifeworld phenomenologyThis thesis aims to explain what importance teachers´ leadership is given and how teachers' leadership appears in the parents-teacher conferences. The theoretical frame is lifeworld phenomenology, which means that the world is a social, intersubjective, and historical world where people experience, act, and intertwine in a private and a shared world. The study is inspired by a lifeworld approach and the data was analyzed to consider people's context, their experiences and the challenges involved in leading parent-teacher conferences. The empirical work is based on observations of parent-teacher conferences and interviews with teachers and students. The analyses are made with the support of the life-world phenomenological concepts of hållning, seeing-as and pedagogical tact. The concept hållning has a duality and loses its meaning in translation. Hållning means a bodily approach and is an intertwining between the teacher's attitude and her body posture. All three concepts include verbal and bodily communicative expressions and sensitive and intuitive actions, their meanings will be highlighted and explained. The results show that teachers' leadership in parent-teacher conferences includes both preparatory and subsequent work and forms part of the teaching. Leadership both shapes the parent-teacher conference and is shaped in the same and given importance when teachers show consideration for the student, the relationship between teacher and student and the situation, balance challenges with time and sensitive topics, choose to take notes in the parent-teacher conferences in favor of presence in the conversation itself and document afterwards. Teachers' leadership in parent-teacher conferences shape the conversation through teachers' willingness to involve the students, flexibility, and ability to structure. Teachers' leadership in parent-teacher conferences are shaped by teachers' responsiveness, compliance, presence, attention, ability to improvise and playfulness.The study's life-world phenomenological approach has made it possible to see that the parent-teacher conference requires a didactic knowledge related to the student as a person, to the content and to the structure that surrounds the conversation. This has been made visible in teachers' intuitive actions and bodily expressions as well as unreflected and reflected experiences. The study's starting points have made it possible to broaden the didactic understanding of the teachers' leadership in parent-teacher conferences by highlighting the clear intertwining of these conferences with other teaching
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| 3. |
- Boksjö, Olga, 1973-
(författare)
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”Ska vi googla, fröken?” : Några förskollärares uppfattningar om undervisning relaterad till digitala tekniker i förskolan
- 2023
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This study aims to gain deeper insights in digital technology supported teaching in Swedish early childhood education (ECE) settings. Introduction of digital goals in Swedish ECE curriculum obliges preschool teachers to integrate digital technologies into educational practices and calls for a relevant definition and a defined content for this teaching area. By examining teachers’ perspectives, this thesis contributes to obtaining valuable experience-based knowledge that can eventually fill the existing research gap. In a curriculum context, digital technologies have traditionally been associated with technology as a teaching tool, while digital goals (i.e., training children’s digital competence) redefine technology as a teaching content. However, integrating digital technologies in educational practices is still reported to be a challenge, and preschool teachers demonstrate ambivalent attitudes towards use of digital technologies in play-based pedagogy. Previous research has shown that to embed technologies in preschool practices, teachers need to enhance their technological knowledge, which involves a complex coupling between technical knowledge and pedagogical expertise.In the study, eleven preschool teachers were interviewed. A phenomenographic approach was used to identify and analyze the teachers’ conceptions. As a result, several categories related to digital technology use were discerned in teachers’ descriptions. Teaching situations were identified within both planned and spontaneous activities whilst activities for entertainment, relaxation and staff relief were referred to as mere “media consumption”. Paradoxically, nearly all teachers define digital technology supported teaching as a goal-directed, planned and adult-led activity. However, plenty of examples given by the teachers show that situations originating from spontaneous use of digital technology, particularly tablets, play an essential role in everyday teaching practices. Such a rigid understanding of the teaching concept on a definition level may have a counterproductive effect on ECE task with a traditional focus on child-initiated, spontaneous activities. Other findings show that various combinations of hard- and software (apps) may offer teachers multiple teaching options. However, lack of time and technical knowledge in one group of teachers is reported to lead to a scarce use of technologies. In most examples, digital technology is described as a teaching tool for training language, science, mathematics, or arts, while technology as a content is seen as a challenging task and focuses mainly on introducing programmable toys. The teachers describe several examples where technology does not align with their didactic intentions. However, tablet with Google Search is the technology that demonstrates both frequent and organic use. Providing immediate answers on the screen, tablets enable to capture children’s spontaneous questions and, at the same time, support teachers’ educational goals. The preschool teachers’ critical observations and didactic value judgements can contribute with a more nuanced view on what a particular digital technology makes possible in a certain teaching situation. Key words: early childhood education (ECE), preschool, digital technology supported teaching, digital competence, tablet, phenomenography, teachers’ beliefs.
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| 4. |
- Catucci, Ester, et al.
(författare)
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A case study on the impact of preschool teachers' habits on children's opportunities for outdoor learning
- 2018
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Ingår i: International Journal of Learning, Teaching and Educational Research. - : Society for Research and Knowledge Management. - 1694-2493 .- 1694-2116. ; 17:3, s. 65-81
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this article is to explore, through John Dewey's concept of habit, the potentialities and limitations of outdoor activities for children's learning. Previous research has shown that being outdoors is beneficial for children's wellbeing and learning. It has also stressed teachers' attitudes and believes to be important for how beneficial outdoor activity can be. The study was designed as a case study and was conducted with a toddler group of 12 children and three preschool teachers. Data were collected through video filming and field notes. Episodes involving preschool teachers and children during sand play were chosen for in-depth analysis. The main finding shows that the preschool teachers express similar habits among children during sand play, approaching it mainly as baking. This result has implications for preschool teacher students and educators of young children, who are invited to reflect on how shared habits at the local preschool might affect children's learning outdoors, and thus the realisation of the curriculum.
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| 5. |
- Catucci, Ester, 1973-
(författare)
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Undervisningsuppdraget i förskolan ur ett didaktiskt perspektiv
- 2021
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The overall aim of this thesis is to increase knowledge of how the teaching mission can be understood and realised in preschool as an educational practice. The main research questions are: 1. How can teaching be realised in preschool daily practice? 2. How is preschool teachers’ specific responsibility for teaching expressed during collegial meetings? 3. In what way does preschool teachers’ didactical leadership emerge during collegial meetings? The thesis is based on four articles. Each one of the articles answers specific research questions. The data for study 1 and 2 were gathered through observations, video filming and field notes. Three preschool teachers and 12 children participated in substudies 1 and 2. The observations focused on preschool teachers’ actions and how these influenced children’s meaning making. Substudy 1 focused on preschool teachers’ teaching in relation to three different activities. It shows different didactical consequences that teaching leads to in relation to children’s meaning making. Substudy 2 explored how preschool teachers’ habits influenced and limited teaching in relation to preschool curriculum goals. The analysed activities were outdoor activities, with a specific focus on sand play. The theoretical perspective used for the data analysis in substudies 1 and 2 was John Dewey’s pragmatism. The data in substudies 3 and 4 were gathered through non-participant observation and audio recording of seventeen collegial meetings. Five qualified preschool teachers, one unqualified preschool teacher and one preservice preschool teacher participated in substudies 3 and 4. Some of the collegial meetings were led by the principal and a pedagogical mentor. The focus for substudy 3 was on the challenges expressed by the preschool teachers in relation to their own teaching responsibility. Substudy 4 explored what didactical questions the preschool teachers discussed during the collegial meetings and how these could be related to preschool teachers’ didactical leadership. Basil Bernstein’s theory of pedagogic practice was used to analyse the results of substudies 3 and 4. The results of the four substudies show how preschool teachers’ actions create both possibilities and constraints for children’s meaning making. The opportunities for meaning making were limited when children’s actions were only confirmed or when the purpose of an activity was unclear for the participating children. On the other hand, when preschool teachers’ actions expanded ongoing activities by introducing new elements, children’s opportunities for meaning making increased. Furthermore, the results show how preschool teachers’ specific responsibility for teaching is toned down by the preschool teachers themselves. Instead, a shared pedagogical responsibility in the team is considered most important. Nevertheless, preschool teachers express challenges in relation to a shared pedagogical responsibility, especially when a common understanding for the pedagogical practice is missing in the team as a whole. Furthermore, they express a lack of full legitimacy to lead other colleagues. A conclusion that can be drawn from the study’s result is that preschool is embedded in what Bernstein describes as an invisible pedagogy. As a result of this, it may be challenging for preschool teachers to establish didactical leadership and subsequently take on their own specific responsibility for teaching.
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| 6. |
- Ehrlin, Anna
(författare)
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A Case Study on Pupils' Perceptions of Attending a Choral Class : You Get to Know One Another and Reach a Community
- 2016
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Ingår i: International Journal of Education & the Arts. - 1529-8094. ; 17:32, s. 1-17
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Tidskriftsartikel (refereegranskat)abstract
- Music activities can have a positive impact on pupils' schooling. It is therefore interesting to obtain more knowledge about pupils' perceptions of different kinds of music activities in school and how these activities affect their schooling. The study was conducted in Sweden at a municipal elementary school where pupils are offered choral lessons three times a week in addition to regular teaching. The aim of the study was to obtain knowledge about pupils' perceptions of attending these choral classes. The results show that the choral singing creates a sense of togetherness. Pupils' learning becomes situated in a practice where everyone is expected to do their best and to contribute to a joint process. These circumstances make the attending pupils to describe their schooling as fun, developing, and instructive.
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| 7. |
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| 8. |
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| 9. |
- Ehrlin, Anna, 1967-
(författare)
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Att starta musikprofil i förskolan
- 2012. - 1
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Ingår i: Musikvetenskap för förskolan. - Stockholm : Natur och kultur. - 9789127132344 ; , s. 139--152
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Bokkapitel (populärvet., debatt m.m.)
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| 10. |
- Ehrlin, Anna, 1967-, et al.
(författare)
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Being Moved to the Outer Edge : Experiences of Working with Newly Arrived Students in a Newly Diverse School
- 2019
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Ingår i: International Journal of Learning, Teaching and Educational Research. - : Society for Research and Knowledge Management. - 1694-2493 .- 1694-2116. ; 18:7, s. 84-98
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of the study is to examine and analyse teachers’ and their principal’s experiences of receiving a group of newly arrived students at a newly diverse school, in order to highlight how this impacts professional practice and what is important to take into account when receiving and teaching newly arrived students. The study is based on experiences from a research-and development program, with additional data gathered from semi-structured interviews with eight teachers and a principal at a rural school. The theoretical point of departure is Wenger’s (1998) theory on communities of practice and legitimate peripheral participation. The results show that the teachers were not prepared for the sudden change in the practice, and that the teachers’ were frustrated with being limited as professionals. The change wasn’t merely a change in student demographics but a significant change in the community or practice. Analytically, we understand this as being moved to the outer edge, from being central participants in the practice. The result shows that such a change requires focus on preparations and structures for reflection and support, so that teachers are able to again become competent actors and develop their teaching, in relation to newly arrived students.
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| 11. |
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| 12. |
- Ehrlin, Anna, 1967-, et al.
(författare)
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El Sistema i två svenska förskolor - Musikpedagogik
- 2017. - 1
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Ingår i: Barn och unga i Skola och Samhälle. - Västerås : MSES Mälardalen Studies in Educational Sciences nr 31. - 9789174853261 ; , s. 158-177
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Bokkapitel (refereegranskat)
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| 13. |
- Ehrlin, Anna, 1967-
(författare)
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Estetiska uttrycksformer - mål eller redskap
- 2020. - 1
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Ingår i: Estetiska uttrycksformer i teori och praktik. - Stockholm : Liber. - 9789147131778 ; , s. 43-51
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 14. |
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| 15. |
- Ehrlin, Anna, 1967-, et al.
(författare)
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How do preschool teacher students think of themselves according to knowledge and interest in music?
- 2015
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Konferensbidrag (refereegranskat)abstract
- At a few universities in Sweden students can chose a preschool teacher education program with a music profile. At one of these universities a study is undertaken aimed to reach knowledge that can be useful in the developing process of such a profile, and also in the development of the regular preschool teacher program.MethodIn total 16 of 25 students in one course group have participated in focus group interviews and 30 of 32 in another course group have answered a questionnaire.AimThe purpose of the paper presentation is to, in light of the described study, discuss the extent to which the design of the current preschool teacher program with music profile contributes to affect students' perceptions of themselves in relation to knowledge and interest in music.ResultDespite the fact that the majority of students studying preschool teacher education with music profile not have selected the education due it was a music profile most of them say that music is an important part in their lives. Using Smalls (1996) concept musicking our interpretation is that they see themselves as musicking humans. But in relation to their education most of them express that they lack knowledge and competence. One interpretation is that within the framework of the education it have been possible to create motivation and interest, but the students perception of themselves as holder of knowledge associated to music appears more difficult to change.ConclusionsLearning based on experience from organized 'learning-by-doing-oriented' situations in course sessions do not automatically lead to that those experiences can be transformed into a future professional situation. So, how to support preschool teacher students in becoming musicking preschool teachers?
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| 16. |
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| 17. |
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| 18. |
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| 19. |
- Ehrlin, Anna, 1967-
(författare)
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Music education for all pupils – implications from a case study at a primary and upper primary school in Sweden
- 2015
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Ingår i: <em>Children and young people in school and in society</em>. - New York : Nova Science Publishers, Inc.. - 9781634834957 ; , s. 43-58
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Bokkapitel (refereegranskat)abstract
- Many primary and upper primary school teachers have a sense of insecurity related to teaching music and that may compromise an equal and democratic education, and the opportunity for all pupils to learn about music. The research from a case study in Sweden shows that teachers’ thoughts on the subject of music and their competence in teaching music affect what they emphasize to be valuable about the subject. Music is legitimized through its contribution to a general level of education as a tool for social development and communicative skills in other subjects, but not through achieving learning to a specific level that can develop pupils’ practical and aesthetic knowledge of music. When legitimizing a school subject like music, it is important to capture all aspects of what music education provides to pupils. The opportunity to experience and develop musicality can not be limited by teachers’ perceptions of, or genuine lack of musical competence. A music education that capture all aspects is important for pupils’ musical development and also for the choices that are possible for them to make as individuals in the future.
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| 20. |
- Ehrlin, Anna, 1967-, et al.
(författare)
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Music in preschool class : A quantitative study of factors that determine the extent of music in daily work in Swedish preschool classes
- 2018
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Ingår i: International Journal of Music Education. - : SAGE Publications. - 0255-7614 .- 1744-795X. ; 36:1, s. 17-33
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this article is to highlight what opportunities a six year old in preschool class in Sweden might have for participating in and being inspired by music. We ask the following question: What factors determine how music teaching is conceived and carried out in preschool class? The present study is quantitative in character, and data were collected by means of a survey sent out to all teachers working with preschool classes in a Swedish city. We have brought a hermeneutic approach to bear on our comprehensive interpretations. Our conclusion, and the answer to the research question, is that the fundamental view of music education determines to what extent music teaching occurs, and how it is carried out, in preschool class.
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| 21. |
- Ehrlin, Anna, 1967-
(författare)
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Musik i förskolan
- 2015
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Ingår i: Musik och lärande i barnets värld. - Lund : Studentlitteratur AB. - 9789144085586
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Bokkapitel (populärvet., debatt m.m.)
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| 22. |
- Ehrlin, Anna, 1967-, et al.
(författare)
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Musik ska spela roll iförskolan : men rustar förskollärarutbildningen för uppdraget
- 2014
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Konferensbidrag (refereegranskat)abstract
- Inom det nya förskollärarprogram som startade hösten 2011 kan studenter på några av landets lärosäten välja musikprofil på sin utbildning. Vid ett av dessa lärosäten har en studie genomförts med målsättningen att nå ökad kunskap som kan ligga till grund för en fortgående kvalitetsutveckling av en sådan profil på utbildningen. Med fokus riktat mot studenters intresse och kunskaper kopplat till musik, bakgrunden till deras val av förskollärarutbildning med musikprofil, samt vad de anser att de behöver utveckla för att kunna bli inspiratörer i en musikande förskolemiljö har fyra fokusgruppintervjuer och en enkätundersökning genomförts med studenter i två kursgrupper som valt musikprofil på sin förskollärarutbildning. Studien visar att 3/4 av de studenter som har valt förskollärarutbildning med musikprofil inte har valt utbildningen p.g.a. att det var just musikprofil. Valet uppges istället vara en tillfällighet, att det var just denna utbildning de lyckades komma in på eller för att utbildningen låg bra till geografiskt. Nästan 3/5 uppger att de ser på sig själva som okunniga i förhållande till musik men uppger samtidigt att de har ett stort intresse. Det finns alltså en tydlig diskrepans mellan att vara intresserad av musik och att se sig som kunnig på området. Dessa inblickar skapar utmaningar för utbildningen både för undervisande lärare och för studenterna. Syfte och forskningsfrågor I mötet med studenter, planering av kurser och utbildningens progression har vi i denna utbildningsprofil, som kursansvariga och utbildare, upplevt ett ökat behov av fördjupad förståelse av studenters erfarenheter och uppfattningar relaterade till musik. Kunskapsintresset har en praxisnära aktionsforskningsinriktad ansats (Mattsson, 2004) kopplat till att studien kan bidra med värdefullt underlag till det systematiska kvalitetsarbetet att främja utvecklingen av programmet. Syftet med studien är att nå kunskap som ökar möjligheterna för en förskollärarutbildning med musikprofil att rusta blivande förskollärare till att bli ledare för och inspiratörer till en musikande förskolemiljö. Riktningsgivande frågeställningar som utgångspunkt är:- Vad ligger bakom valet av förskollärarutbildning med musikprofil?- Hur ser studenter på sig själva i förhållande till kunskap och intresse kopplat till musik?- Vad anser studenter att de behöver utveckla för att kunna bli inspiratörer i en musikande förskolemiljö?
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| 23. |
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| 24. |
- Ehrlin, Anna, 1967-, et al.
(författare)
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När checklistorna får företräde - det punktuella perspektivets grammatik i revidering av mottagandeplaner för nyanlända elever
- 2021
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Ingår i: Pedagogisk forskning i Sverige. - : Linnaeus University. - 1401-6788 .- 2001-3345. ; 26:2-3, s. 61-84
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Tidskriftsartikel (refereegranskat)abstract
- Syftet med denna artikel är att beskriva och analysera vad lärare väljer att utveckla gällande övergångar mellan förberedelseklass och ordinarie klass för nyanlända elever, när dessa rutiner ska formuleras i mottagandeplaner. De frågor som vägleder analysen är 1. Vilka perspektiv inkluderas respektive exkluderas när mottagandeplanerna ska formuleras? 2. Vilken påverkan har policydokument om nyanlända elever på lärarnas arbete med skolornas mot-tagandeplaner? Analysen tar utgångspunkt i de läroplansteoretiska begreppen formuleringsarena, transformeringsarena och realiseringsarena, samt begreppen punktuellt och relationellt perspektiv. Det empiriska materialet är insamlat under ett forsknings- och utvecklingsprogram som pågick under 3 år. Metoden för datainsamling var forskningscirklar, och datamaterialet som analyseras består av inspelade diskussioner under forskningscirkel-träffarna, samt de dokument som de deltagande lärarna arbetade fram. Analysen visar att lärarna intog både ett relationellt och ett punktuellt perspektiv i arbetet med att ta fram mottagandeplanerna. Trots det så styrde riktlinjerna på formuleringsarenan, och kravet på att rutinerna i mottagande-planerna ska vara möjliga att bocka av och utvärdera, lärarnas arbete mot ett punktuellt perspektiv. Analysen visar också att det punktuella perspektivet riskerar att förstärka ett bristtänkande i relation till nyanlända elever.
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| 25. |
- Ehrlin, Anna, et al.
(författare)
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Perspectives on Entrepreneurial Learning in the Early Years of Education
- 2015
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Ingår i: Journal of Education and Human Development. - 2334-296X .- 2334-2978. ; 4:3
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Tidskriftsartikel (refereegranskat)abstract
- Questions regarding entrepreneurship have become a matter of great importance in Sweden as well as in the European Union at large. Since 2009, the government decided that entrepreneurial learning is to be conducted throughout the entire public school system in Sweden, from preschools to higher education. Because entrepreneurial learning is a fairly new concept to professionals in schools and preschools, our study contributes to the development of knowledge concerning how teachers perceive and realize it in practice. To study the meaning that the Swedish pre-and primary school teachers ascribe to the notion of entrepreneurial learning, a stimulated recall method was adopted. The study was conducted in Sweden in 2014 and involved preschools and primary schools. The sample consists of three preschools with children 3-5 years old and two primary schools, one represented by a mixed group of children from preschool-class to grade 3 and the other by a preschool-class group. The results show that teachers’ understanding of entrepreneurial learning is connected to entrepreneurial learning as entrepreneurship, entrepreneurial learning as science and technology, and entrepreneurial learning as personal development.
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| 26. |
- Ehrlin, Anna, 1967-, et al.
(författare)
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Perspectives on entrepreneurial learning in the early years of education
- 2015
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Konferensbidrag (refereegranskat)abstract
- Questions regarding entrepreneurship have become a matter of great importance in Sweden as well as in the European Union at large. Since 2009, the government decided that entrepreneurial learning is to be conducted throughout the entire public school system in Sweden, from preschools to higher education. Because entrepreneurial learning is a fairly new concept to professionals in schools and preschools, our study contributes to the development of knowledge concerning how teachers perceive it and realize it in practice. Our questions are: What are the meanings that Swedish pre- and primary school teachers ascribe to the notion of ‘entrepreneurial learning’?, Within what areas do pre- and primary school teachers perceive that entrepreneurial learning happens? What are the possibilities and constraints in realizing entrepreneurial learning in schools and preschools?To study the meaning that the Swedish pre-and primary school teachers ascribe to the notion of entrepreneurial learning, a stimulated recall method was adopted. The study was conducted in Sweden in 2014 and involved preschools and primary schools. The sample consists of three preschools with children 3-5 years old and two primary schools, one represented by a mixed group of children from preschool-class to grade 3 and the other by a preschool-class group. The results show that teachers’ understanding of entrepreneurial learning is connected to entrepreneurial learning as entrepreneurship, entrepreneurial learning as science and technology, and entrepreneurial learning as personal development.The theoretical framework for the study is an understanding of learning and development informed by a sociocultural perspective (Vygotskij, 1978; Lave & Wenger, 1991; Rogoff, 2003). A basic point of departure is that learning and development are situated in and an inseparable aspect of social practices (Säljö, 2000). In the analysis we consider teachers’ thoughts, understandings, and expressions as socially constructed and situated in certain practices. As an analytical tool we also use the concept zone of proximal development, or ZPD (Vygotskij, 1978).In the study, we have highlighted both possibilities and constraints for entrepreneurial learning in schools and preschools. The meanings that Swedish pre- and primary school teachers ascribe to the notion of ’entrepreneurial learning’ are situated in the different communities of practice (Lave & Wenger, 1991). Each school and preschool have had to do its own interpretations of what this concept entails and the understanding and interpretation of what the concept entails become dependent upon single individuals. One strategy that occurs is to connect entrepreneurial learning to a philosophy or way of working that is already known. At the same time, we see this as a strategy to make the preschool or the school externally visible, for parents, principals, and responsible authorities. Our study also shows that the activities associated with entrepreneurial learning make possible learning within the zone of proximal development (Vygotskij, 1978). In the category entrepreneurial learning as entrepreneurship, we can see that teachers design activities where children can collaborate with peers and communities outside the school. In the category entrepreneurial learning as science and technology, the teachers offer situations that challenge children’s everyday scientific knowledge. The activities within the category entrepreneurial learning as personal development also make it possible for children to think originally and to pursue an idea in collaboration with others.
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| 27. |
- Ehrlin, Anna, et al.
(författare)
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Preschool teachers' skills in teaching music: two steps forward one step back
- 2014
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Ingår i: Early Child Development and Care. - : Informa UK Limited. - 0300-4430 .- 1476-8275.
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Tidskriftsartikel (refereegranskat)abstract
- This study investigates through observations and interviews what importance further education has for preschool teachers’ practice in two music-profiled preschool and their way of conceptualising it. A distinction between music as a method for teaching, on the one hand, and as a content of knowledge, on the other, is used in the analysis. The result shows that the teachers act confidently in dealing with music; both in spontaneous and planned activities, and that they show competence in teaching music to the children. In contradiction, when the teachers are interviewed about their work, they say that they have never been able to sing or play. They talk about music as a method for learning language, but they realise it in practice as the content of learning. This contradiction and its implications are discussed and it is argued that further education needs to take care of the fact that teachers need to develop a professional language.
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| 28. |
- Ehrlin, Anna
(författare)
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Swedish preschool leadership : Supportive of music or not?
- 2015
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Ingår i: British Journal of Music Education. - 0265-0517 .- 1469-2104. ; 32:2, s. 163-175
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Tidskriftsartikel (refereegranskat)abstract
- This study uses observations and interviews to investigate how the leadership at three Swedish preschools in Sweden has impacted the didactic choices made. Two of these preschools use music as a tool for stimulating language and social development, while the third preschool serves as a comparison. The inspiration that the leadership has brought to each institution is of crucial importance to incorporating music and other activities into the everyday work. This influence has been both restrictive and supportive. Music is said to function as a teaching tool, while other functions remain in the background. This contradiction and its implications are discussed, and it is argued that further training should include developing the teachers' musical-didactic awareness. Principals are most certainly role models at preschools and need to be aware of it.
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| 29. |
- Ehrlin, Anna, 1967-
(författare)
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Teori och didaktisk handlingskompetens
- 2020. - 1
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Ingår i: Estetiska uttrycksformer i teori och praktik. - Stockholm : Liber. - 9789147131778 ; , s. 33-42
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 30. |
- Ehrlin, Anna, 1967-
(författare)
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The attitudes of Swedish preschool leadership towards music - supportive or restrictive?
- 2013
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Ingår i: Meryc 2013. - Hague. - 9789491237003 ; , s. 65-72
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Konferensbidrag (refereegranskat)abstract
- This study concerns three preschools situated in a multi-ethnic area in Sweden in which almost all the preschool children are multilingual. Two of these preschools use music as a tool for stimulating language and social development, while the third preschool has no particular focus on music and serves as a comparison. The purpose of this paper is to discuss how the leadership at these preschools has impacted the didactic choices made. At these preschools a number of teachers formerly felt a lack of self-confidence and competence in teaching music. They used to be on the periphery, but are now competent actors in the heart of the community. This learning process is linked to the preschools in question being communities of practice led by the principals (Lave & Wenger, 1991; Wenger, 1998). The preschool teachers’ narratives show that they formerly thought music to be an activity reserved for people with a special gift or a talent. Now they see that they are competent enough to use music in their daily work as a tool for language development, social training, and, above all, to bring joy to the preschool. However, the preschool teachers avoid saying that the musical activities also have an impact on the ability to develop musical skills. The inspiration the leadership has brought to each institution is of crucial importance for music activities to be a part of the daily work. But in a way this influence also has been restrictive. The preschool teachers only describe music as a tool. Other functions of music remain in the background. Didactic objectives are vital for the legitimization of all pedagogical intentions and pursuits. And since the Swedish preschools’ steering documents state that music should be a part of the preschool agenda it is important that the leadership at preschools encourage preschool teachers to see that musical activities also have an impact on the ability to develop musical skills.
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| 31. |
- Ehrlin, Anna, et al.
(författare)
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The importance of music in preschool teacher education
- 2015
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Ingår i: Australian Journal of Teacher Education. - : Edith Cowan University. - 0313-5373 .- 1835-517X. ; 40:7, s. 32-42
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Tidskriftsartikel (refereegranskat)abstract
- At a few universities in Sweden students can chose a preschool teacher education programme with a music profile. At one of these universities, a study was undertaken that aimed to explore student teachers' understanding of self as musician, their future professional role as a preschool teacher and how the education equips for that. Sixteen students participated in focus group interviews, and thirty students answered a questionnaire. The study shows that almost three-quarters of the students did not choose the music profile for the sake of the specific profile in music. Instead, it happened that this was the programme they managed to get into or they found the location of the education suitable. How, then, to develop the design of a music profile that prepares preschool teacher students to become skilled leaders and a source of inspiration for music in preschools?.
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| 32. |
- Ehrlin, Anna, 1967-
(författare)
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The transformation of creativity in entrepreneurial learning in teacher education : a critical reflection.
- 2016
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Ingår i: Australian Journal of Teacher Education. - : Edith Cowan University. - 0313-5373 .- 1835-517X. ; 41:6, s. 35-51
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this study is to examine how students on a teacher education programme interpret entrepreneurial learning. The study was performed in Sweden, based on a design theoretical and multimodal perspective on learning and communication which provides the basis for how we understand learning processes in early teacher education. The sample consists of course literature, teachers' PowerPoint presentations and handouts, and narrative texts written by students. The meaning given to entrepreneurial learning is presented from the analysis of the setting, in the teaching materials and the transformation in the students' texts. We conclude that entrepreneurial learning seeks to challenge traditional, authoritarian ways of teaching. However, it appears to be necessary in order to develop entrepreneurial abilities. There is a difficulty in finding a balance between control and freedom.
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| 33. |
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| 34. |
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| 35. |
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| 36. |
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| 37. |
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| 38. |
- Insulander, Eva, et al.
(författare)
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Assessment and recognition in the music and history classroom : a challenge for teacher autonomy
- 2017
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Ingår i: International Journal of Pedagogies and Learning. - 1833-4105. ; 12:1, s. 63-74
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Tidskriftsartikel (refereegranskat)abstract
- As a consequence of the international movement of school accountability, the Swedish school system has gone through comprehensive changes over the last two decades. New curricula, a new grading scale, earlier use of grades, and more explicit assessment standards show this. The purpose of the research was to investigate how teachers of two different school subjects - music and history - deal with the emphasized insistence on evaluations. How do teachers balance between assessment of learning for administrative purposes, and assessment for learning for development purposes? The question also raises issues of recognition of learning and the teachers’ chances of adhering to the learner’s interests. What is recognizeds as signs of learning? Observational and interview data was obtained from a series of lessons in Year 6. Besides the differences between the two subjects, the research implications are that summative assessment dominates and multimodal signs of learning tend to be neglected, when increased assessment is demanded.
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| 39. |
- Insulander, Eva, et al.
(författare)
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Entrepreneurial learning in Swedish preschools : Possibilities for and constraints on children's active participation
- 2015
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Ingår i: Early Child Development and Care. - : Informa UK Limited. - 0300-4430 .- 1476-8275. ; 185:10, s. 1545-1555
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Tidskriftsartikel (refereegranskat)abstract
- The website of the Swedish National Agency for Education states that preschools are to promote entrepreneurial learning. Many Swedish preschools, therefore, have started to work consciously with entrepreneurial learning as a way of fostering pupils' creativity and ability to make their own decisions. This article investigates whether and how children in different preschool settings receive support and recognition in their efforts to make sense of the world around them. Nine preschool teachers and children from three preschools participated. Three video observations were conducted focusing on the work of each team of teachers. Our study challenges the assumption that an entrepreneurial learning design enhances pupils' learning, creativity, and decision-making. Even though the ambition is to encourage such abilities, our observations demonstrate that the learning design and setting do not always give children the opportunity to be creative. © 2015 Taylor & Francis.
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| 40. |
- Jepson Wigg, Ulrika, et al.
(författare)
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Bringing diversity – Institutional thoughts on newly arrived students in a newly diverse Swedish school
- 2022
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Ingår i: International Journal of Educational Research Open. - : Elsevier. - 2666-3740. ; 3
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this article is to contribute knowledge about how newly arrived students are perceived as bringing diversity, and how that relates to the potential to be included in a newly diverse Swedish school. The research questions guiding the analysis are 1. How are the newly arrived students perceived in the teachers’ statements in relation to diversity and inclusion? 2. How can the teachers’ statements on this be understood in relation to Ahmed's concept of institutional thought? Theoretically, the analysis in this article draws on the work of Sara Ahmed, specifically institutional thought, which refers to routines and norms within an organisation. The study was carried out through qualitative interviews with nine teachers at a newly diverse, countryside upper secondary school. The results of the analysis show that the teachers view is that students already at the school were lacking experiences of diversity, while the newly arrived students added diversity merely by being there. Further, the analysis indicates that the students already at the school become the hosts, and the newly arrived students become guests who by all intents and purposes are welcome but remain guests within the organisation. If diversity is identified as a property of “others”, then this view on newly arrived students as bringing diversity is in line with the institutional thought. But as Ahmed (2012) points out, when diversity can be achieved by adding people to the institution simply to be diverse, the result may be that nothing really changes within the institution.
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| 41. |
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| 42. |
- Jepson Wigg, Ulrika, et al.
(författare)
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Liminal Spaces and Places : Dilemmas in education for newly arrived students
- 2021
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Ingår i: International Journal of Educational Research Open. - : Elsevier. - 2666-3740. ; 2:2
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Tidskriftsartikel (refereegranskat)abstract
- In this article, we analyse dilemmas in education for newly arrived students from a teacher perspective, and contribute theoretical understanding of these dilemmas with the help of the concept of liminality, which refers to any “betwixt and between” situation that cannot be easily categorised. The data has been gathered during a research- and development program at two different schools, during which we identified several dilemmas; organisational, pedagogical and social. If newly arrived students’ situation is viewed through the lens of liminality, it becomes clear that the dilemmas identified will likely continue to arise within the educational system. Recognizing these situations as dilemmas could provide other ways forward in understanding recurring issues, on an organizational, pedagogical and social level.
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| 43. |
- Jepson Wigg, Ulrika, et al.
(författare)
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Systematic quality assurance : A demand at odds with the everyday complexity of teachers’ work?
- 2018
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Konferensbidrag (refereegranskat)abstract
- 1. Research topicIn this paper, we present findings from an ongoing research and development program (FoU-program) concerning schools’ work with newly arrived students. The core of the project are three groups from two schools, made up mostly of teachers but also school counselors, study guides and principals, who work with us as researchers to identify areas in need of development. According to the Swedish national curriculum (Skolverket, 2011), it is the responsibility of all school staff to participate in systematic quality assurance as a means of school development. Projects like the one described above are one way of doing that. The topic of this paper is to examine and analyze the conditions for working with development within the everyday complexity of teachers’ work.2. Theoretical frameworkThe theoretical framework consists of the concept communities of practice (Wenger, 1998). In everyday life, we take part in communities of practice, and within these communities we in turn affect the practice to a varying degree. Within a community of practice, an individual's participation can be understood as a shift from being a peripheral actor in the outer edge of a community to, over time, becoming an increasingly central actor who increasingly masters the community of practice. In the process, there is a dimension of being able to identify with and considering yourself as part of the community (Wenger, 1998).3. Methodological designThe method consists of observations by us, discussions with teachers and other school staff during visits to their schools, as well as documentation by the participating staff themselves.4. Expected findings/conclusionsSystematic quality assurance takes place in the midst of a virtual maelstrom of activities, conflicts and unforeseen events that pull on the attention of the staff. So far within this project, 5 teachers have left the schools, with new ones being employed. Three out four participating principals have been replaced. At every visit, at least one teacher or principal is called away to welcome an unexpected new student – or several. Several of the staff have had to leave meetings to deal with student related matters. It seems to us that working with systematic quality assurance presents a difficulty for teachers and other school staff. On one hand, it can be difficult to become a central actor in such ever-shifting communities of practice. On the other hand, working with such complex communities of practice leads to developing other skills – but those skills are not always recognized and are difficult to convert into strategies and plans.5. Relevance for Nordic educational researchThis paper is relevant to Nordic educational research in that it makes a contribution to the research field of newly arrived students, as well as contributes to analysis of conditions for teachers’ work.6. ReferencesSkolverket (2011). Läroplan för grundskolan, förskoleklassen och fritidshemmet 2011. Stockholm: Skolverket.Wenger, Etienne (1998). Communities of practice. Learning, meaning and identity. Cambridge: Cambridge University Press.
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| 44. |
- Jepson Wigg, Ulrika, et al.
(författare)
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Systematic quality development : A demand at odds with the everyday complexity of teachers' work?
- 2018
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Ingår i: International Journal of Learning, Teaching and Educational Research. - : Society for Research and Knowledge Management. - 1694-2493 .- 1694-2116. ; 17:11, s. 194-206
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Tidskriftsartikel (refereegranskat)abstract
- This article aims to analyse the conditions experienced by teachers and other school staff members in their work with systematic quality development within the everyday complexity of work at school. The method consists of research circles, a form of researcher-led discussion, together with teachers, principals and other school staff, held at the schools. The research circles are part of a research- and development programme concerning newly arrived pupils, in collaboration with an institute and a municipality in Sweden. The focus of the research circles is to identify areas in need of development, make tacit knowledge visible and promote knowledge development. During the course of the programme, a number of obstacles to development work arose, which led us to an analysis of the recurring problems and demands of systematic quality development. The analysis points to the different rhythms of fast-paced everyday work on the one hand, and slow-paced development work on the other. In conclusion, we emphasise the need for time for reflection, organisational structures that support development, and finally the need to develop competence in reflective practices regarding development, an addition to the competence in reflective practice on teaching, in which the staff are already skilled.
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| 45. |
- Jonsson, Linda, 1963-, et al.
(författare)
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Pedagogisk takt : Lärares didaktiska och relationella kompetens
- 2022. - 1
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- Att undervisa är en flerdimensionell verksamhet. I denna verksamhet är läraren beroende av ämneskunskap och förmåga att didaktiskt planera och genomföra undervisning på ett sätt som gör innehållet intressant och möjligt att förstå. Därtill inbegriper undervisning att kunna bedöma och utvärdera elevens kunskapsutveckling - men även själva undervisningen i sig. Med utgångspunkt i begreppet pedagogisk takt lyfter boken fram betydelsen av att lärare över tid utvecklar en pedagogisk taktkänsla i det möte som undervisning innebär. Denna taktkänsla relateras såväl till didaktiska som relationella kompetens.
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| 46. |
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| 47. |
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Social hållbarhet i utbildning - ett begrepp under formation
- 2020. - 1
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Samlingsverk (redaktörskap) (refereegranskat)abstract
- Det övergripande syftet med antologin är att analysera vilka meningar, problem och konsekvenser begreppet social hållbarhet producerar i olika delar av utbildningssystemet.Hållbarhet som begrepp förekommer i många delar av samhället och utgör en viktig del i beslutsfattande, policyer och strategier. Det tydligaste exemplet är Agenda 2030, vilket är FN:s uppmaning till alla länder att enas runt 17 globala mål för hållbarhet. Samtliga nordiska länder har startat nationella processer för att arbeta med de globala målen i alla delar av det offentliga samhället, inklusive utbildning.Definitionen av social hållbarhet i utbildning i Agenda 2030 är vid, precis som i andra tillgängliga definitioner av begreppet och uppgiften att utforma en mer precis definition av social hållbarhet i utbildning, och vad det kan innebära i både teori och praktik, läggs på de olika inblandade institutionerna, även om vissa ledtrådar ges i utpekandet av vad som sägs vara hinder för social hållbarhet i utbildning och hur dessa hinder kan övervinnas. Det är dock tydligt att utbildning lyfts fram som särskilt viktigt vad gäller att skapa villkor som möjliggör jämställdhet, likvärdighet, och ge verktyg för att förbättra den egna livssituationen. Hållbarhet och hållbar utveckling består av tre dimensioner, en ekonomisk, en ekologisk och en social. När utveckling hamnar i fokus har större vikt ofta lagts vid ekonomisk och ekologisk hållbarhet (Giddings, Hopwood & O.Brien, 2002; MecKenzie, 2004). Mer och mer betonas dock de sociala aspekterna som en grund för alla dimensioner av hållbarhet (Eizenberg & Jabareen, 2017). En utgångspunkt i antologin är att vi vill stanna upp vid begreppet social hållbarhet, och överordna det som en pedagogisk fråga. I antologin diskuteras social hållbarhet i relation till policy och politik, social hållbarhet som påverkansarbete (advocacy), samt i relation till forskning. Antologins kapitel kan alla sorteras in under någon av dessa aspekter och kan sägas utgå från några olika sätt att förhålla sig till social hållbarhet i utbildning. Ska utbildning ses som social hållbarhet, är utbildning en garant för social hållbarhet, bör utbildning ske i riktning mot social hållbarhet? Några kapitel förhåller sig kritiskt till begreppet social hållbarhet, och diskuterar begreppet i relation till pedagogisk-filosofiska teorier. Andra kapitel tar begreppet som utgångspunkt, och sätter den policydrivna idén om social hållbarhet i relation till konsekvenser och inkonsekvenser i praktiken. Samtliga texter i antologin har en problematiserande ansats som både är kritisk men som också innebär en nyfikenhet på vad social hållbarhet i utbildning kan betyda om vi tar begreppet på allvar.
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