| 1. |
- Reynolds, Ruth, et al.
(författare)
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Globalization and classroom practice : insights on learning about the world in Swedish and Australian schools
- 2013
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Ingår i: Nordidactica. - Karlstad : CSD Karlstad. - 2000-9879. ; :1, s. 104-130
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Tidskriftsartikel (refereegranskat)abstract
- Globalization and global education implies changes to practices at the classroom level to adapt to new imperatives associated with technology use and awareness, and environmental sustainability. It also implies much more. It implies that teachers apply their classroom pedagogy to take account of students’ new found global understandings of which they, and the school community, is largely unaware. This article addresses and discuses three key consequences of globalization for classrooms worldwide; an increased diversity of experience of the students within the classroom, an increased competitiveness of educational outcomes between national states and subsequently some standardisation of curriculum across nations to enable this, and an increased emphasis on teaching skills and values associated with intercultural understanding. Young children’s map knowledge and their resultant, and associated, interpretations of the world from a comparative study a from Swedish and Australian primary classrooms is used as examples of some of these implications of the impact of ‘global culture’ and ‘global issues’ on current and future classroom practice.
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| 2. |
- Vinterek, Monika, 1956-
(författare)
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How to live democracy in the classroom
- 2010
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Ingår i: Education Inquiry. - Umeå : Umeå School of Education, Umeå University, Sweden. - 2000-4508. ; 1:4, s. 367-380
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Tidskriftsartikel (refereegranskat)abstract
- The aim of the study presented in this article is to explore the teaching of pupils in relation to their behaviour and attitudes in everyday work in the classroom. It is the educational objectives associated with democracy linked to the teacher’s teaching and fostering actions that are of main interest. The results are based on an analysis of data from 120 hours of classroom observations and contextualised interviews with a primary teacher during a period of one and a half years. Using data from audio recordings and notes taken from observations, I have analysed the pupils’ behaviour and attitudes in relation to educational objectives and the teacher’s teaching and fostering actions. A democracy stance and democracy signs are important concepts used in the study. My conclusion is that the way democracy is thought and lived in this classroom seems to hold great potential for promoting knowledge in and about democracy.
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| 3. |
- Eriksson, Annika
(författare)
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Förutsättningar blir till erbjudanden : belyst genom utformning och genomförande av förskolans temainriktade arbetssätt
- 2014
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this study was to develop knowledge on the influence of preschool working conditions, i.e. social and political factors and factors within the individual preschool, on offers afforded to children. To illustrate this influence, I chose to investigate the design and implementation of preschool theme work. The study examined preschool pedagogues’ motives, organisation, contents and methods that underlie their teaching in the theme work and the influence of working conditions in this process. Ethnographic methods have been applied, including observations and interviews with preschool pedagogues in four preschool settings. The study had a theoretical starting point in curriculum theory, with Bernstein’s concept of classification and framing as well as frame factor theory used as tools in analysing the material. The results show that a combination of various working conditions affects offers afforded to preschool children in theme work. The pedagogues make decisions that underlie their teaching partly in relations to social and political changes and reforms, and partly in relation to processes formed historically. The children are offered an organisation, contents and methods in the theme work that arise from pedagogues’ understanding of their mission, curriculum and the childrens’ interests and needs.
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| 4. |
- Lindgren Eneflo, Elisabeth, 1956-
(författare)
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Dokumentationens dilemman : förskollärare samtalar om pedagogisk dokumentation
- 2014
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Pedagogical documentation is a certain procedure for documenting that, in recent years, has been embraced in several Swedish preschools. Teachers document children’s actions and conversations usually by photos or video recordings. This documentation is to be used for a pedagogical purpose. However, studies and governmental inspections have shown that pedagogical documentation gives rise to many questions among preschool teachers. The purpose of this study is to gain insight into what is being expressed when preschool teachers discuss pedagogical documentation, focusing on themes of content and on the participants’ expressions of their points of view. The data is comprised of transcriptions from audio recordings of discussions conducted in a research circle. The participants are eight preschool teachers that met over the course of one year. Each meeting focused on the documentation provided by a different participant. In that way the contents of the discussions were framed by the teachers own questions and narratives. Theoretically, the study departs from Social Constructionism and Discursive Psychology. The preschool teachers’ utterances have been analyzed using concepts of interpretative repertoires and ideological dilemmas. The results show the main themes to be: Knowledge content in a preschool setting, children’s learning, the teacher’s role and implementation of pedagogical documentation. The participants’ joint position is that the knowledge content at the preschool level is defined by the curriculum for the preschool. Concerning children’s learning and the teacher’s role, two main standpoints are disclosed. Ideologically those standpoints derive from two opposing theories of education. Based on how the standpoints have been expressed I have called them ”predetermined learning” versus ”non-predetermined learning”. One main distinction between the standpoints is that predetermined learning emphasizes the results of learning, while non-predetermined learning emphasizes the processes of learning. The participants’ utterances show that teachers tend to subscribe to the idea that there is only one acceptable way of working with pedagogical documentation. This sometimes creates performance anxiety and feelings of not succeeding and has led to arguments advocating an alternate approach; pedagogical documentation can be done in many ways. The ideological dilemmas within the discourse can be perceived as resources by which the participants argue about knowledge, learning, teaching and about the implementation of pedagogical documentation.
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| 5. |
- Emmoth, Katarina, 1963-
(författare)
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Grunden läggs i förskolan : Förskolepedagogers tankar om utveckling, lärande och dokumentation
- 2014
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This study investigates the views of pre-school pedagogues towards child development and learning, especially their thoughts on children’s development and experience of learning language, communication and mathematics. Furthermore, the study also examines what pedagogues think about documenting and analyzing children’s development and learning. Additionally, the investigation reflects the opinions of pre-school pedagogues toward the new assignment to document each child´s development and learning and the activities at the preschool. In this respect, any similarities and differences amongst pedagogues and the pre-schools included in the study have been examined.The study is based on interviews with 20 pre-school workers, comprising nine pre-school teachers and eleven child minders and is spread over six pre-schools. Interview analysis was inspired by phenomenographic methodology in which different categories of description have been created. After categorisation of the empirical data, a comprehensive and in-depth analysis was conducted. The analysis process was carried out with the help of the didactic questions: how, what and why. In the final analysis, contextualisation has been attempted. Perceptions of learning and of documentation were set against institutional conditions at the various pre-schools. The education and professional experiences of the staff working in the different pre-schools was taken into account in addition to the socio-cultural conditions characteristic of the area where the preschools are situated.The results show that there are a number of different aspects that the pedagogues in this study believe affect children's development and learning in pre-school. A dominant opinion amongst the pedagogues is that in order to promote the children’s development and learning, it is important that the children feel a sense of safety, well-being and happiness. Likewise, another crucial aspect which was highlighted is the need for present and committed pedagogues. The expertise of the individual pedagogue is also seen as vital for the creation of good pre-schooling. In this study, pre-schools in areas of low resources have the personnel with the highest levels of education. The activities, mentioned by the pre-school pedagogues in this study, to promote language development, can be described as planned and unplanned. As planned activities, group activities can include, for example, reading aloud to groups of children. Unplanned activities described can be pedagogue’s attitudes and behaviors and daily routine situations in preschool. An additional area of review in this study was that of the pedagogues’ thoughts about documentation. The study shows that the pre-school pedagogues express that they document the children and the work carried out in the pre-schools in different ways due to a variety of reasons. For example, all children are documented unconditionally in some pre-schools but in others, only those children who raise the pedagogues' concerns are documented. The investigation also shows that pre-schools based in the areas with fewer resources display the most structured documentation. However, the task of documenting is interpreted differently by the pedagogues, and such differences create anxiety and uncertainty as to how, what and why documentation in pre-school should be carried out.
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| 6. |
- Fredriksson Sjöberg, Maria, 1979-
(författare)
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Vad händer med dialogen? : En studie av dialogisk interaktion mellan pedagog och barn i förskolan
- 2014
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The overall purpose of this study is to gain knowledge about dialogues in the setting of the preschool. The more in-depth purpose is to highlight what happens in dialogues between a teacher and a child when more children join the situation of interaction in which the dialogue is taking place. A further purpose is to attempt to understand what it is that influences change in the dialogue and what significance the actions of the teacher can have for this change. The study is based on several questions that concern interaction in preschools, who it is that initiates an increase in the number of participants in those situations that involve dialogue, and what happens with the dialogue when more children join and what causes the change in the dialogue.The study is based on video observations from a preschool; approximately 10 teachers and 50 children between the ages of one and six took part in the study. The situations that were observed and documented in video format were everyday activities (both indoor and outdoor) that were led at a nominal level by teachers. In total, 40 films were recorded. Film length was between one and 60 minutes. In 32 of the films, there was interaction between a teacher and several children, and 18 of these included dialogues between a teacher and several children. Dialogue is here given a specific significance and refers to the interaction that can be described in terms of presence, listening, reciprocity, and extending. This definition of dialogue derives from a combination of Martin Buber’s philosophy of dialogue and aspects of interaction that earlier research found to be significant for children’s learning. In two of the 18 films that showed dialogue, no other children became part of the situation of interaction; the remaining 16 films were transcribed; and both verbal and non-verbal events were made apparent in the transcriptions. Analyses of the recorded material and of the transcriptions were conducted using analytical terms borrowed from conversation analysis as well as the central term for this study dialogue. The results demonstrate a complex practice and also demonstrate that dialogues in the sense given in this study take place between children and teachers. Situations of interaction also occur where dialogues take place in which a number of children join. It can be the child joining the situation of interaction who takes the initiative to an increased number of participants; however, it can also be the teacher or the child in the dialogue. The initial address can take place during a moment of transition in the interaction or at the same time as another participant is talking. The dialogue often changes when more children join the situation where the dialogue is taking place. The dialogue can end completely or be interrupted and resume. The results further demonstrate that the dialogue can continue without seemingly being affected by the fact that more children join. This happens when the child joining and the teacher in the dialogue interact in a non-verbal manner at the same time as the teacher is talking with the child in the dialogue. The dialogue can also be continued with more participants. Who takes the initiative, how the initial address occurs, and which content is given focus by the different participants are all factors that seem to affect what happens to the dialogue. How the teacher acts when more children join also appears to be significant in terms of what happens with the dialogue when more children join. In those situations where the teacher begins talking with a number of children about different subjects, the interaction ceases to be dialogic. When the teacher asks the joining child to wait, the dialogue is both interrupted and resumed, and on those occasions when the dialogue continues with more participants, the teacher listens to the joining child and the participants take turns speaking.
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| 7. |
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| 8. |
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| 9. |
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| 10. |
- Vinterek, Monika
(författare)
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Manifestation och konsolidering
- 2014
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Ingår i: Pedagogiskt arbete. - Falun : Högskolan Dalarna. - 9789189020986 ; , s. 5-12
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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