Med blicken på möten: Martin Bubers pedagogiska idé i dialog med förskolans praktik

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Fredriksson, Maria,1979-Högskolan Dalarna,Pedagogiskt arbete (författare)

Med blicken på möten : Martin Bubers pedagogiska idé i dialog med förskolans praktik

BokSvenska2019

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Falun :Högskolan Dalarna,2019
electronicrdacarrier

Nummerbeteckningar

LIBRIS-ID:oai:DiVA.org:du-30874
ISBN:9789188679048
https://urn.kb.se/resolve?urn=urn:nbn:se:du-30874URI

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Språk:svenska
Sammanfattning på:engelska

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Ämneskategori:vet swepub-contenttype
Ämneskategori:dok swepub-publicationtype

Serie

Dalarna Doctoral Dissertations ;11

Anmärkningar

This thesis aims to develop knowledge and empirical understanding relating to encounters between preschool children and their teachers. Supported by Martin Buber’s philosophy of dialogue and research, it describes the interpersonal encounters between preschool children and their teachers as being the most significant aspect of educational practice as well as foundational for learning. This doctoral thesis comprises two studies, both of which are video-documented observational studies conducted at a preschool that had 53 children and ten teachers.The first study, which is a summarised rewrite of a published licentiate thesis, examines dialogue as being a form of qualitative encounter between teacher and child. The focus of interest is the effect on a dialogue when more children join one already in progress. Results demonstrate that the dialogue can be interrupted; interrupted and then resumed with a new participant; interrupted and then resumed without a new participant; or simply continued without a new participant. It is the action on the part of the teacher in these situations that seems to have the greatest effect.The second study focuses on the preconditions of educational encounters. Of interest here are the following questions: what aspects of a teacher’s actions can be understood as forming the preconditions of educational encounters?; what aspects of teaching are significant when it comes to opportunities for educational encounters?; and how can relationship- and knowledge-building dimensions of educational encounters be considered intertwined?Results demonstrate that teachers’ actions that serve to create the preconditions of educational encounters are often everyday and spontaneous, where attentiveness, tolerance, affirmation and extending are significant. These actions often occur simultaneously and are affected by the actions of the children. Together, the results provide opportunity to put words to and highlight how small everyday actions on the part of the teacher can be considered fundamental for educational encounters that simultaneously build relationships and knowledge.

Ämnesord och genrebeteckningar

SAMHÄLLSVETENSKAP Utbildningsvetenskap Pedagogiskt arbete hsv//swe
SOCIAL SCIENCES Educational Sciences Pedagogical Work hsv//eng
Educational encounters
dialogue
Martin Buber
preschool
teacher-child relation
Utbildning och lärande
Education and Learning

Biuppslag (personer, institutioner, konferenser, titlar ...)

Irisdotter Aldenmyr, Sara,Professor,1976-Högskolan Dalarna,Pedagogiskt arbete(Swepub:du)sia (preses)
Quennerstedt, Ann,ProfessorÖrebro universitet (preses)
Straszer, Boglárka,fil.dr,1973-Högskolan Dalarna,Svenska som andraspråk(Swepub:du)bsr (preses)
Aspelin, Jonas,ProfessorHögskolan Kristianstad (opponent)
Högskolan DalarnaPedagogiskt arbete (creator_code:org_t)

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