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What syllabus docum...
What syllabus documents can tell us about the presence and position of dance in Early Childhood Teacher Education: A Swedish perspective
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- Pastorek Gripson, Märtha (författare)
- Högskolan i Borås,Akademin för bibliotek, information, pedagogik och IT,University of Borås, Borås, Sweden
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- Mattsson, Torun (författare)
- Malmö universitet,Institutionen Idrottsvetenskap (IDV),Institute of Health and Care Sciences, Sahlgrenska Academy, University of Gothenburg, Gothenburg, Sweden;b Regional Cancer Center West, Gothenburg, Sweden,Faculty of Education and Society, Malmö University, Malmö, Sweden
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- Andersson, Ninnie, 1984 (författare)
- Stockholms konstnärliga högskola,Gothenburg University,Göteborgs universitet,Högskolan för scen och musik,Academy of Music and Drama,Academy of Music and Drama, University of Gothenburg, Gothenburg, Sweden,Institutionen för danspedagogik
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(creator_code:org_t)
- 2021-04-22
- 2021
- Engelska.
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Ingår i: Research in Education. - London : SAGE Publications. - 0034-5237 .- 2050-4608. ; 111, s. 46-69
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Abstract
Ämnesord
Stäng
- This study problematizes becoming early childhood teachers’ possibilities to develop knowledge relevant to teaching dance. The aim was to analyze the presence and position of dance in Swedish early childhood teacher education syllabi. Discourse analysis was used to identify patterns, regularities, hierarchies and gaps in the steering documents. The empirical material consisted of syllabi of twelve Swedish early childhood teacher programs. The results show that according to syllabi, dance as a subject has a rather weak or non-existent position in Swedish early childhood teacher education. Instead, dance often functions as a tool for learning other subjects, e.g. language and mathematics. The concept “aesthetic” was more frequently mentioned in the syllabi, but it did not explicitly explain what dance knowledge was included in the syllabi content, learning outcomes and examination forms. The frequency of dance differed between the syllabi, which might lead to unequal early childhood teacher education. Further, the potentially weak function and position of dance in early childhood teacher education might limit children’s social democratic life, bodily knowledge and experience of mind-body connection in a holistic sense.
Ämnesord
- SAMHÄLLSVETENSKAP -- Utbildningsvetenskap -- Pedagogik (hsv//swe)
- SOCIAL SCIENCES -- Educational Sciences -- Pedagogy (hsv//eng)
- SAMHÄLLSVETENSKAP -- Utbildningsvetenskap -- Lärande (hsv//swe)
- SOCIAL SCIENCES -- Educational Sciences -- Learning (hsv//eng)
- SAMHÄLLSVETENSKAP -- Utbildningsvetenskap -- Didaktik (hsv//swe)
- SOCIAL SCIENCES -- Educational Sciences -- Didactics (hsv//eng)
Nyckelord
- Aesthetics
- dance
- discourse
- early childhood teacher education
- syllabi
- Aesthetics
Publikations- och innehållstyp
- ref (ämneskategori)
- art (ämneskategori)
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