Search: (AMNE:(SOCIAL SCIENCES Educational Sciences Pedagogical Work)) pers:(Vinterek Monika)
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Dokumentationens di...
Dokumentationens dilemman : förskollärare samtalar om pedagogisk dokumentation
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- Lindgren Eneflo, Elisabeth, 1956- (author)
- Högskolan Dalarna,Umeå universitet,Institutionen för tillämpad utbildningsvetenskap,Pedagogiskt arbete
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- Nyström Höög, Catharina, Professor (thesis advisor)
- Högskolan Dalarna,Svenska
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- Vinterek, Monika, Professor (thesis advisor)
- Högskolan Dalarna,Umeå universitet,Barn- och ungdomspedagogik, specialpedagogik och vägledning (BUSV),Pedagogiskt arbete
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- Björk Willén, Polly, Universitetslektor (opponent)
- Linköpings universitet
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(creator_code:org_t)
- ISBN 9789176011171
- Umeå : Umeå universitet, 2014
- Swedish 160 s.
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Series: Licentiatavhandlingar i Pedagogiskt arbete, 1654-2088 ; 17
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Abstract
Subject headings
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- 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.
Subject headings
- SAMHÄLLSVETENSKAP -- Utbildningsvetenskap -- Pedagogiskt arbete (hsv//swe)
- SOCIAL SCIENCES -- Educational Sciences -- Pedagogical Work (hsv//eng)
Keyword
- pedagogical documentation
- preschool
- discursive psychology
- interpretative repertoires
- ideological dilemmas
- educational work
- pedagogisk dokumentation
- förskola
- diskurspsykologi
- tolkningsrepertoarer
- ideologiska dilemman
- pedagogiskt arbete
- pedagogiskt arbete
- educational work
- Utbildning och lärande
Publication and Content Type
- vet (subject category)
- lic (subject category)
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