hkr.sePublikasjoner
Endre søk
RefereraExporteraLink to record
Permanent link

Direct link
Referera
Referensformat
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annet format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annet språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf
Doing pre-school: knowledge utilization and discursive patterns during pre-school planning meetings
Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik. Högskolan Kristianstad, Forskningsmiljön Learning Design (LeaD).ORCID-id: 0000-0002-4331-6078
Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik. Högskolan Kristianstad, Forskningsmiljön Arbete i skolan (AiS).
2010 (engelsk)Inngår i: Problems of Education in the 21st Century, ISSN 1822-7864, E-ISSN 2538-7111, nr 25, s. 77-86Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

The aim of this research is to study knowledge utilization and discursive patterns during pre-school planning meetings fronstage. The study is designed as a qualitative case study based on tape recordings of five planning meetings and three video documented activities. Three pre-school teachers and three researchers participated. In the analysis, Foucault’s work on discursive practices is used as theoretical framework. The study highlights knowledge used and cited in the local negotiations. The conclusions are that the knowledge used is based on both professional knowledge related to children's learning and development, and local knowledge of children and their abilities, conditions and personalities. The professional knowledge appears as rather implicit and it is primarily the local knowledge of children and their individual needs and circumstances that is most clearly expressed. Dominant discursive patterns are formulated as the staff make themselves responsible for making the pre-school activity not school-like for the maturing child. On the front stage arena the teachers' tasks primarily appears as a desire to maintain the pre-school content in accordance with pre-school ideology that also controls how they see the children’s learning in pre-school in another perspective than student learning in a school context

sted, utgiver, år, opplag, sider
2010. nr 25, s. 77-86
HSV kategori
Identifikatorer
URN: urn:nbn:se:hkr:diva-7479OAI: oai:DiVA.org:hkr-7479DiVA, id: diva2:373472
Tilgjengelig fra: 2010-11-30 Laget: 2010-11-30 Sist oppdatert: 2017-12-12bibliografisk kontrollert

Open Access i DiVA

Fulltekst mangler i DiVA

Personposter BETA

Ljung-Djärf, AgnetaTullgren, Charlotte

Søk i DiVA

Av forfatter/redaktør
Ljung-Djärf, AgnetaTullgren, Charlotte
Av organisasjonen
I samme tidsskrift
Problems of Education in the 21st Century

Søk utenfor DiVA

GoogleGoogle Scholar

urn-nbn

Altmetric

urn-nbn
Totalt: 281 treff
RefereraExporteraLink to record
Permanent link

Direct link
Referera
Referensformat
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annet format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annet språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf