Educare - vetenskapliga skrifter最新文献

Förskollärares ledarskap som ett kunskapsfält i behov av begreppsliga resurser i förskoleverksamhet, utbildning och forskning

Educare - vetenskapliga skrifter Pub Date : 2022-09-20 DOI: 10.24834/educare.2022.4.4

Madeleine Brodin Olsson, Anne Kultti

{"title":"Förskollärares ledarskap som ett kunskapsfält i behov av begreppsliga resurser i förskoleverksamhet, utbildning och forskning","authors":"Madeleine Brodin Olsson, Anne Kultti","doi":"10.24834/educare.2022.4.4","DOIUrl":"https://doi.org/10.24834/educare.2022.4.4","url":null,"abstract":"The present study aims to investigate supervision activities as a form of teaching leadership in preschool teacher education. Work-based education constitutes a particular context for understanding of leadership in preschool due to its intention of bridging between practical and theoretical experience and knowledge. The empirical data analyzed consist of audio-recorded supervision in the form of weekly conversations between the student teacher and the preschool teacher within a five-week course with leadership as the learning content. Theoretically grounded in a sociocultural perspective on learning and communication, the analysis shows how leadership is mediated as a relational practice but without a definition. In addition, the conversations focus on the student teacher’s trajectories of developing leadership. In these conversations, the contents: meanings of leadership and the students’ appropriation of leadership, are blurred. Without an explicit meta-perspective in the conversations, it becomes analytically unclear whether, or to what extent, the participants establish conceptual intersubjectivity. The findings are discussed in relation to work-based education as a context for teaching and learning the prospective occupation. We conclude that theoretical knowledge of preschool teachers’ leadership becomes invisible in supervision without an education offering conceptual resources for this content.","PeriodicalId":395881,"journal":{"name":"Educare - vetenskapliga skrifter","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128834592","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Teaching in preschool: 学前教育:

Educare - vetenskapliga skrifter Pub Date : 2022-09-15 DOI: 10.24834/educare.2022.5.1

Ann-Christine Vallberg Roth

{"title":"Teaching in preschool:","authors":"Ann-Christine Vallberg Roth","doi":"10.24834/educare.2022.5.1","DOIUrl":"https://doi.org/10.24834/educare.2022.5.1","url":null,"abstract":"The problem of what characterises preschool teaching emerged in 2010, when the Swedish Education Act began regulating teaching in Swedish preschools. There are few comprehensive long-term studies that investigate teaching conducted in collaboration between preschool teachers, managers, and researchers, and that focus on testing not just one but multiple theory-informed teaching arrangements in preschools. Furthermore, there is a dearth of replication studies in general and of conceptual replication studies of collaborative research focused on preschool teaching in particular. This themed issue presents the results of a collaborative conceptual replication study based on a research and development (R&D) programme entitled “Multivocal teaching in preschools”. The issue is practically and theoretically positioned in a Continental–Nordic didaktik tradition, specifically a critical-reflective one. The articles in this themed issue present the results of testing theory-informed teaching arrangements in preschools, in which didaktik are combined with different content and teaching foci. One overarching contribution in this publication is the concept of multivocal didaktik modelling. This concept has been tried out in comprehensive collaborations and includes scientific bases and proven experiences that emerged in multivocal traces and didaktik models, in plural. Multivocal didaktik modelling are positioned within the framework of democratic values and in relation to the complex teaching realities in preschool. Overall indications of a contribution to knowledge development involve theory-informed practical development and practice-based theoretical and conceptual development. The concept of multivocal didaktik modelling can be further elucidated in future studies.","PeriodicalId":395881,"journal":{"name":"Educare - vetenskapliga skrifter","volume":"171 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122946458","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Post-structurally and didaktically informed teaching arrangements in preschool – exemplified by “rhythmatechs” as multivocal teaching 学前班的后结构和教学安排——以“节奏技术”作为多声教学为例

Educare - vetenskapliga skrifter Pub Date : 2022-09-15 DOI: 10.24834/educare.2022.5.7

Y. Holmberg, Ann-Christine Vallberg-Roth

{"title":"Post-structurally and didaktically informed teaching arrangements in preschool – exemplified by “rhythmatechs” as multivocal teaching","authors":"Y. Holmberg, Ann-Christine Vallberg-Roth","doi":"10.24834/educare.2022.5.7","DOIUrl":"https://doi.org/10.24834/educare.2022.5.7","url":null,"abstract":"The article is based on a sub study in an R&D programme in which participants try out a didaktically and post-structurally informed teaching arrangement. The article is guided by the question What can characterise the “what”, “how”, and “why” questions of teaching from the standpoint of a post-structurally and didaktically informed teaching arrangement in the preschool? The substudy is based on material consisting of 251 documents, including co-plans, videos (5.5 hours) and photo documentation, as well as co-assessment. A didaktical oriented abductive analysis was carried out. The results pave the way for the content combination offered by the concept rhythmatechs (rhythmics-mathematics-technology) as a multivocal alternative to more subject-focused teaching. Within the framework of project- and theme-oriented working methods, the content appears on the one hand to be both transdisciplinary and interdisciplinary, and on the other hand, to represent specific content areas, such as science, mathematics, and music. We tried out a didaktik model that combines the didaktik triangle with didaktik questions “what”, “how” and “why” with the didaktik triangle. The model stands in relation to results that focus on inter- and/or transdisciplinary content, in project- and theme-oriented approaches, and selection of content as goals and/or means.","PeriodicalId":395881,"journal":{"name":"Educare - vetenskapliga skrifter","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115595343","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Teaching in preschools: 学前教育:

Educare - vetenskapliga skrifter Pub Date : 2022-09-15 DOI: 10.24834/educare.2022.5.3

Ann-Christine Vallberg Roth, Jan Ekberg, Y. Holmberg, J. Sjöström, Catrin Stensson

{"title":"Teaching in preschools:","authors":"Ann-Christine Vallberg Roth, Jan Ekberg, Y. Holmberg, J. Sjöström, Catrin Stensson","doi":"10.24834/educare.2022.5.3","DOIUrl":"https://doi.org/10.24834/educare.2022.5.3","url":null,"abstract":"Since teaching in Swedish preschool was regulated in the Education Act 2010, preschool teachers have appeared to struggle with the concept of “teaching” in their day-to-day practices. This paper is based on a collaborative R&D programme involving preschool teachers and researchers aimed to build knowledge of what can characterize teaching in preschool. The research was carried out in 40–44 preschools/preschool departments in eight municipalities in Sweden between 2018 and 2020. The method was based on a praxiographic approach where preschool teachers tried out different theory-informed teaching arrangements, including didaktik, variation-theory, post-structural gateway and pragmatic perspective. The material for the article consisted of 350 co-plans, 305 co-evaluations and 35 hours of video. Analysis was based on a didaktik premise and can be methodologically described in terms of abductive analysis. Theory-informed teaching arrangements have been tried out and shown to support teachers in conducting teaching in the complex reality that is based on scientific grounds and proven experience. In summary, the analysis is merged in a communicable entity through the concept of “multivocal didaktik modelling.”","PeriodicalId":395881,"journal":{"name":"Educare - vetenskapliga skrifter","volume":"81 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132948178","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Didaktik informed teaching arrangements in preschool exemplified by multivocal music teaching using digital technology as a tool Didaktik影响了学前教育的教学安排，以使用数字技术作为工具的多声部音乐教学为例

Educare - vetenskapliga skrifter Pub Date : 2022-09-15 DOI: 10.24834/educare.2022.5.4

Y. Holmberg

{"title":"Didaktik informed teaching arrangements in preschool exemplified by multivocal music teaching using digital technology as a tool","authors":"Y. Holmberg","doi":"10.24834/educare.2022.5.4","DOIUrl":"https://doi.org/10.24834/educare.2022.5.4","url":null,"abstract":"The digital era has changed how children experience music. Few studies have been undertaken from a didaktik perspective with a focus on digitalized music teaching in the preschool setting. The purpose of the article is to develop knowledge of what can characterize music teaching using digital technology as a tool in the preschool from a didaktik perspective. In a research and development programme involving 19 preschools/departments, preschool teachers co-planned, conducted, and co-evaluated music teaching. The empirical material consists of 19 co-plans, 3.5 hours of video and 18 co-evaluations of music teaching. The analysis used an abductive approach. First, an empirically based analysis highlighting words in relation to didaktik questions was undertaken, followed by a theory-based analytical path using music didaktik concepts. The results show that music teaching using digital technology as a tool can be divided into two main tracks: one in which recorded music serves as a basis, and the other as a facilitator of music creation. Although music teaching using digital technology as a tool poses knowledge-, experience- and technology-related challenges for teachers, the digital age nevertheless opens up opportunities for creating and preserving music in preschool. The analysis culminates in two didaktik models for \"multivocal digitalized music teaching\". ","PeriodicalId":395881,"journal":{"name":"Educare - vetenskapliga skrifter","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114303068","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Didaktik modelling illustrated by sustainability teaching arrangements in preschool 以可持续发展教学安排为例的Didaktik模型

Educare - vetenskapliga skrifter Pub Date : 2022-09-15 DOI: 10.24834/educare.2022.5.8

J. Sjöström

引用次数: 0

Didaktik in preschool: Didaktik在幼儿园:

Educare - vetenskapliga skrifter Pub Date : 2022-09-15 DOI: 10.24834/educare.2022.5.2

S. Broström

引用次数: 0

Didaktik informed teaching arrangements in preschool with a focus on movement Didaktik以运动为重点，为学前教育的教学安排提供了信息

Educare - vetenskapliga skrifter Pub Date : 2022-09-15 DOI: 10.24834/educare.2022.5.5

Jan Ekberg, Ann-Christine Vallberg Roth

{"title":"Didaktik informed teaching arrangements in preschool with a focus on movement","authors":"Jan Ekberg, Ann-Christine Vallberg Roth","doi":"10.24834/educare.2022.5.5","DOIUrl":"https://doi.org/10.24834/educare.2022.5.5","url":null,"abstract":"Most children attend preschools in Sweden, and preschool is thus an important arena for children’s development and growth as well as for the development of and through movement. However, little is known about the teaching of movement in Swedish preschools. This article develops knowledge of what can characterize such teaching, particularly regarding goal and motive, content, and teaching actions. The material was generated in 2018–2019 in collaboration with 42 preschool departments in Sweden. The theoretical approach is “didaktik”, and “why”, “what”, and “how” questions are used as analytical tools. A variety of content can be seen, such as fundamental movement skills, different aspects of movement and, in a few teaching arrangements, physical activity. The teaching is often led by the teacher, though the children are sometimes co-leaders. The results also indicate a focus on inherent values but also on investment and added values. The study highlights the importance of preschool teachers’ attention to the prospective object and purpose of teaching movement, but also of teachers’ competence and the need for conscious strategies for teaching movement. Through well-grounded didaktik choices, children can be offered good opportunities to experience and explore movement.","PeriodicalId":395881,"journal":{"name":"Educare - vetenskapliga skrifter","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128267488","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Didaktik attention. Preschool teaching from a didaktik and variation theory perspective using examples of mathematical aspects of programming Didaktik关注。从didaktik和变异理论的角度看学前教学，使用数学方面的例子

Educare - vetenskapliga skrifter Pub Date : 2022-09-15 DOI: 10.24834/educare.2022.5.6

Catrin Stensson

{"title":"Didaktik attention. Preschool teaching from a didaktik and variation theory perspective using examples of mathematical aspects of programming","authors":"Catrin Stensson","doi":"10.24834/educare.2022.5.6","DOIUrl":"https://doi.org/10.24834/educare.2022.5.6","url":null,"abstract":"This article is based on a partial study of an R&D programme with various theory-informed teaching arrangements aimed at describing and further developing knowledge of what characterizes preschool teaching. The aim of this study is to contribute knowledge about how teachers and children can create attention in relation to an example when teaching focuses on mathematical aspects and programming from a didaktik and variation theory perspective. The guiding question is: What can characterize attention-forming acts of teaching in preschool? The analysed material in this article consists of an example with just over ten minutes of audio-visual data – videos of teaching. An abductive analysis has been carried out. Preschool teachers’ interactions with children while teaching is studied and analysed based on didaktik questions and with a didaktik triangle as the didaktik model and based on three dimensions representations of attention: sharing, creating and alternating attention and attention-forming acts. Concepts of variation theory is connected to the didaktik questions and didaktik triangle. Overall, the representations of sharing, creating and alternating attention and attention-forming acts of teaching can be summarized in the concept of didaktik attention.","PeriodicalId":395881,"journal":{"name":"Educare - vetenskapliga skrifter","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130831218","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Development of critical thinking and language proficiency among undergraduate Swedish online EFL students 瑞典在线英语本科生批判性思维和语言能力的发展

Educare - vetenskapliga skrifter Pub Date : 2022-06-14 DOI: 10.24834/educare.2022.4.3

E. Johansson

{"title":"Development of critical thinking and language proficiency among undergraduate Swedish online EFL students","authors":"E. Johansson","doi":"10.24834/educare.2022.4.3","DOIUrl":"https://doi.org/10.24834/educare.2022.4.3","url":null,"abstract":"Critical thinking (CT) is considered important in second language (L2) learning. Previous studies have investigated and confirmed a correlation between critical thinking and L2 learning in face-to-face (f2f) learning. The present study aimed to investigate the correlation between CT and L2 proficiency in an online learning environment. The participants in this study were undergraduate Swedish students taking part in an online EFL course at a Swedish university. Students’ CT skills were measured by the California Critical Thinking Skills Test (CCTST). As previous studies confirm that vocabulary size correlates with general language proficiency, it was seen as a suitable measure of students’ L2 proficiency. Hence, the Vocabulary Size Test (VST) was used to measure students’ vocabulary size. The present study was designed as a pre-test post-test study aiming to investigate the correlation between the processes of CT development and L2 learning during one semester of four months. Contrary to previous studies, no correlation between CT and L2 proficiency could be detected. Moreover, students in this study made no statistically significant improvement of CT and L2 proficiency. The results must be interpreted in light of students’ already high levels of CT and L2 proficiency and the relatively short testing period.","PeriodicalId":395881,"journal":{"name":"Educare - vetenskapliga skrifter","volume":"105 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121170206","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0