Malmö University Publications
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  • 1.
    Löf, Camilla
    Malmö högskola, Faculty of Education and Society (LS), Department of Children, Youth and Society (BUS).
    Arbete med värdegrunden genom bildämnen - och bildämnen genom värdegrunden: Projektet Queer Kids2017In: Estetiska uttryck och barns rättigheter i utbildning / [ed] Margareta Aspán, Jutta Balldin, Charlotte Engel, Anna Röing Hellberg, Gleerups Utbildning AB, 2017, p. 55-72Chapter in book (Other academic)
  • 2.
    Löf, Camilla
    Malmö högskola, School of Teacher Education (LUT), Children-Youth-Society (BUS).
    Being a good friend. Constructions of friendship in Life Competence Education2009In: Proceedings of the eleventh Conference of the Children's Identity and Citizenship in Europe Thematic Network, CiCe Thematic Network project, Institute for Policy studies in Education, London Metropolitan University , 2009, p. 462-468Conference paper (Other academic)
    Abstract [en]

    Great expectations lay upon school, not only as an institution for education but also as an arena for equity, health and democratic values (Löf, forthcoming). The aim of this paper is to explore how normality’s on ‘good friendship’ are constructed in the setting of a new school subject called Life Competence Education (Sw Livskunskap). The study draws upon ethnographic data and video recordings from two compulsory schools in Malmö. Tentative findings are: a ‘good friend’ can express feelings, opinions and needs. Also, forgiveness and the admitting of mistakes are central in a “good friendship”. The way children are trained in values and companionship promotes a new discourse on children as “becoming beings”, which will be further developed in this presentation.

  • 3.
    Löf, Camilla
    Malmö University, Faculty of Education and Society (LS), Department of Children, Youth and Society (BUS).
    Constitutions of Childhood Through Interpretations of a Curriculum2018In: Journal of Research in Childhood Education, ISSN 0256-8543, E-ISSN 2150-2641, Vol. 32, no 2, p. 135-149Article in journal (Refereed)
    Abstract [en]

    Central values promoted in a national curricula are often uncontested (Arnot, Hopman, & Molander, 2007; Colnerud, 2004; Popkewitz, 2009). Therefore, a critical understanding of these values is crucial, as is an understanding of how students are affected by interpretations of certain values as fundamental. The aim of this study is to cast light on how educators in a Swedish compulsory school interpreted the values promoted in the national curricula, when they formulated local work plans. Using critical discourse analysis (Fairclough, 2010) combined with the sociology of childhood (Corsaro, 2005; James & Prout, 1997; Lee, 2001), the analysis focuses on the constitutions of childhood through local interpretations of values promoted by the curricula. The results suggest that the values upheld in the local work plans were closely intertwined with the educators' own under-standings of what children in the school's neighborhood needed. The educators identified social problems in the community, such as crime, and built the curriculum from there. As a consequence, the local work with core values risked constituting an even more segregated and stigmatized childhood. However, the study did show that the process of revising allows educators to gain insight and take a salutogenic approach.

  • 4.
    Löf, Camilla
    Malmö högskola, Faculty of Education and Society (LS), Department of Children, Youth and Society (BUS).
    Didactics for life?2014In: Educare, ISSN 1653-1868, E-ISSN 2004-5190, no 2, p. 147-172Article in journal (Refereed)
    Abstract [en]

    Drawing upon ethnographic fieldwork, this article explores how the national value system is organized in a Swedish compulsory school. With a starting point in ethnographic data, combined with video recordings in a 5th form class in a compulsory school in Malmö. Combining critical discourse analysis (Fairclough, 2010) with childhood sociology (Lee, 2001; James & Prout, 1997) I analyze local interpretations of the value system, when organized within the non-mandatory school subject Life Competence Education (Löf, 2011). A common feature in this subject is the ambition to establish a feeling of companionship and to strengthen togetherness among children through the teaching of this subject. In the task of strengthening togetherness within groups of children, the establishment of common values becomes central. In order to see how the teacher socializes children into discourses of companionship, I specifically emphasize which values are established in the drama exercises: Which is the view on children, teaching and learning permeating the work? What childhood is constituted through teaching? The results point out that the values and norms that are constructed in the local school practices, claimed to be part of the value system, are based on teacher’s own interpretations of what children need.

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  • 5.
    Löf, Camilla
    Malmö högskola, Faculty of Education and Society (LS), Department of Children, Youth and Society (BUS).
    Efter livskunskapen: ämnesintegrering av värdegrundsfrågor2015In: Sociala relationer, värdegrund och lärarprofessionalitet / [ed] Åsa Bartholdsson, Eva Hultin, Gleerups Utbildning AB, 2015, p. 133-145Chapter in book (Other academic)
  • 6.
    Löf, Camilla
    Malmö University, Faculty of Education and Society (LS), Department of Childhood, Education and Society (BUS).
    Interrupting 'the Other' Childhood: On Social Circus in Asylum Accommodations2021In: Journal of Intercultural Studies, ISSN 0725-6868, E-ISSN 1469-9540, Vol. 42, no 2, p. 143-159Article in journal (Refereed)
    Abstract [en]

    Social circus has emerged as a complement to regular health and welfare interventions for identified target groups, often striving for social change. Previous studies point out the challenge of identifying target groups without simultaneously positioning said groups as 'others'. Although children and childhood are intimately intertwined with circus, not least as target groups for circus arts interventions, there are no previous studies that examine constitutions of childhood through social circus. This article is based on a 1.5-year long ethnographic fieldwork on a project using circus in asylum accommodations in Sweden. The aim is to explore the childhood(s) constituted through social circus practice in asylum accommodations in Sweden, with focus on the work of the social circus team. The analysis draws upon childhood sociology informed by critical theory, asking what discursive positions are offered the target group through the social circus project. The analysis shows that when identifying the target group, the team navigated through contradictory discourses. Establishing and upholding a discourse on childhood as playful, the circus activities interrupted the positioning of children in dislocation as 'others'. The design of the project, as well as the ever-shifting roles in the interaction between all participants, enabled new positions for all.

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  • 7.
    Löf, Camilla
    Malmö högskola, School of Teacher Education (LUT), Children-Youth-Society (BUS).
    Kunskap för livet? Livskunskap kamratkulturer och skolans uppdrag2007Conference paper (Other academic)
    Abstract [en]

    Life Competence Education (Sw. Livskunskap) has developed as a new school subject in the Swedish compulsory school, aiming to prevent a variety of societal problems, such as drugs, teen pregnancy, sexual transmitted infections and different forms of abuse. In this thesis ethnographic methods are used to explore discourses on Life Competence Education from different perspectives: • a political/societal perspective on education • interpretations of Life Competence Education within the local school practices • through the everyday life of children’s peer groups • within the classroom situation The aim of the study is to analyze how childhood, gender and sexuality interact and relate to other social categories (such as ethnicity, class etc) within Life Competence Education. A central theme is how children handle confl icts of loyalty when encountering norms and values from different practices (peers, family and school).

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  • 8.
    Löf, Camilla
    Malmö högskola, School of Teacher Education (LUT), Children-Youth-Society (BUS).
    Livskunskap – en gränsöverskridande praktik i skolan2009In: Educare, ISSN 1653-1868, E-ISSN 2004-5190, no 2-3Article in journal (Refereed)
    Abstract [en]

    Life Competence Education (Sw. livskunskap) is a new school subject that has developed in Swedish schools over the last decade. Life Competence Education is non-mandatory and lack national guidelines, due to which there are no unanimous definitions. Consequently, Life Competence Education can be just about anything: Some schools apply cognitive programs to train pupils’ social and emotional competences, whilst others use this new subject as a way of contextualizing sex and relationship education (a. a.). Despute the divergent interpretations of what Life Competence Education should consist of there are some common features in local curricula, such as prevention (and solving) of bullying and segregation, gender equity, relationships, ethics and values. These themes harmonize well with the concerns of childhood studies, where the marginalization of childhood is highlighted. Life Competence Education can be seen as an example of schools’ attempts to integrate children and childhood into society.

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  • 9.
    Löf, Camilla
    Malmö högskola, Faculty of Education and Society (LS), Department of Children, Youth and Society (BUS).
    Lära för livet?2013In: Att undervisa i religionskunskap: en ämnesdidaktisk introduktion / [ed] Björn Falkevall, Liber, 2013, p. 31-54Chapter in book (Other academic)
  • 10.
    Löf, Camilla
    Malmö högskola, School of Teacher Education (LUT), Children-Youth-Society (BUS).
    Med fokus på individer istället för på kulturer2007In: Kritisk Utbildningstidskrift, ISSN 0347-5409, Vol. 125, no 1, p. 26-37Article in journal (Other (popular science, discussion, etc.))
  • 11.
    Löf, Camilla
    Malmö högskola, School of Teacher Education (LUT), Children-Youth-Society (BUS).
    Med livet på schemat: om skolämnet livskunskap och den riskfyllda barndomen2011Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The aim of this thesis is to understand and cast light over how the school subject Life Competence Education (Sw. Livskunskap) is developing in the Swedish school context. In focus of the study is how this school subject is defined and organized by actors (i.e. politicians, national governmental institutes, local governmental authorities, teachers and children in compulsory schools) in the different practices that together constitute the field of school. Of specific interest is how children and childhood is formulated within this specific subject, as well as what possibilities to contribute and participate in the process of defining and organizing Life Competence Education as a school subject. The study is conducted in Malmö, a community where Life Competence Education is part of the local public health strategy. The study draws upon a theoretical framework in which childhood sociology (James & Prout, 1997; Corsaro, 2005) is combined with critical discourse analysis (CDA, Fairclough, 2010). The empirical data has been collected by a variety of methods: such as policy documents at both a national and a local level; interviews with local key persons; as well as an ethnographic fieldwork and video recordings from classroom interaction. This methodological design offers the possibility to analyze Life Competence Education from different perspectives, with a special interest in how childhood is constituted within different formulations of this specific school subject. The analysis shows a national concern for children’s vulnerable positions in the society. At a national level politicians and governmental institutes formulate Life Competence Education as a way for schools to improve children’s health and empower children to act as democratic agents. In local curricula this subject is formulated as a possibility for schools to organize values education and other mandatory cross-disciplinary subjects. Thus, when Life Competence Education is interpreted in the local school practice t is transformed into more of a solution of locally defined social and individual problems. Children’s personal experiences are often at center of attention when problem solving, risking exploiting children’s private relations. As a consequence, the educational setting transforms into a therapeutic setting. The analysis shows that the children, in classroom interaction, demonstrate their agencies opposing the values upheld by the teachers.

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  • 12.
    Löf, Camilla
    Malmö högskola, School of Teacher Education (LUT), Children-Youth-Society (BUS).
    Performing Gender. An example from Life Competence Education2008Conference paper (Refereed)
    Abstract [en]

    Life Competence Education (Sw. Livskunskap) has developed as a new school subject in Swedish compulsory schools. It lacks national curricula or guidelines, leaving schools with a wide range of interpretations and aims. However, Life Competence Education is commonly interpreted as a way of contextualizing sex and relationship education, in which topics such as gender, friendship and health are explored. The aim of this paper is to analyze what discourses children use to perform gender within Life Competence Education. The study is part of a thesis in progress, in which an ethnographic approach and video recordings are used, in order to develop an understanding of schools as normative and regulating practices.

  • 13.
    Löf, Camilla
    Malmö högskola, School of Teacher Education (LUT), Children-Youth-Society (BUS).
    Skolämnet livskunskap och den riskfyllda barndomen2011In: Skola och barndom: normering, demokratisering, individualisering / [ed] Ingegerd Tallberg Broman, Gleerups Utbildning AB, 2011, p. 133-143Chapter in book (Other academic)
  • 14.
    Löf, Camilla
    Malmö högskola, School of Teacher Education (LUT), Children-Youth-Society (BUS).
    What values are upheld in Life Competence Education?2010In: Abstracts, Active Citizenship;abstract 46, 2010, article id 46Conference paper (Other academic)
    Abstract [en]

    Research topic/aim: The aim of this paper is to analyse what values are upheld in the new school subject Life Competence Education, as interpreted by local school practices in Sweden. Theoretical framework: Life Competence Education has developed in Swedish schools over the past decade as a way of organizing the fundamental values of the swedish school system. An important approach for the understanding of Life Competence Education is therefore the notion of broad didactics (Englund, 1997), in which education and classroom activities s contextualized with societal values. Moreover, an ambition with this school subject is to empower children and prevent them from a riskful society (Lee, 2001; James & Prout, 2006). This paper is part of the four year cross scientific programme Multi-Contextual Childhood, which is financed by the Swedish research council. Methodology/research design: This study draws upon an ethnographic fieldwork (october 2006- may 2008), combined with video recordings and analysis of policy documents. The study is conducted in Malmö Sweden and includes three compulsory schools, which all have implemented Life Competence Education as a subject on the schedule. Expected conclusions/findings: A critical analysis of local curricula shows how some personal qualities are highlighted as desirable. Consequently other qualities and behaviours are regulated through training. One paradox is that the values and normalities that are constructed in the school practices are based on local definitions and understandings of terms such as “culture” and “friendship”. Consequently these definitions emphaze that for example integration is relevant only for those that are segregated, rather than making integration a matter for the entire society. I will here argue for the need of reflection over whether these local values are in line with national curricula? Relevance for Nordic Educational research: Life Competence Education is a new subject in Swedish schools, and there is little research on this phenomena. There is an emerging need for knowledge on Life Competence Education, both in relation to school agendas and related to childhood and children’s peer cultures.

  • 15.
    Löf, Camilla
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Childhood, Education and Society (BUS).
    Vallberg Roth, Ann-Christine
    Malmö University, Faculty of Education and Society (LS), Department of Childhood, Education and Society (BUS).
    Med värden i fokus: om den didaktiska vad-frågan i pragmatiskt informerad undervisning i förskolan2023In: Nordisk Barnehageforskning, E-ISSN 1890-9167, no 4, p. 63-79Article in journal (Refereed)
    Abstract [en]

    In 2018 teaching was enhanced in the Swedish revised curriculum (Lpfö 18). Both in the preschool practice and in teacher preparation, teachers seem to struggle with the concept. When the Swedish Education Act of 2011 entered into force, the work of preschools with norms and values was also accorded a stronger position. In light of this, it becomes interesting to study both of these strengthened mandates – teaching and values. Drawing upon experiences from a didaktik and pragmatically informed teaching approach, the aim of this article is to contribute with knowledge of what kind of values that can appear in the teaching at the participating preschools. The material underlying the teaching approach consists of a total of 364 documents, including 64 video recordings. This was carried out in about 120 preschools and/or preschool departments in ten Swedish municipalities. The analysis takes a didactic approach and can be methodologically described as abductive analysis. The results indicate that pragmatically informed teaching of values revolves around social values, such as democracy and (children’s) participation; in the preschool practice, the teaching is organized as opportunities for reflection and ”multiparticipation”. Additional traces of multivocality emerged from integrative knowledge content moving within and between various value levels.

  • 16.
    Löf, Camilla
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Childhood, Education and Society (BUS).
    Vallberg Roth, Ann-Christine
    Malmö University, Faculty of Education and Society (LS), Department of Childhood, Education and Society (BUS).
    Minding the gap: Dilemmas in a didactic and pragmatically informed teaching approach in preschool2021In: Nordisk tidskrift för allmän didaktik, Vol. 7, no 1, p. 38-54Article in journal (Refereed)
    Abstract [en]

    Since the term “teaching” was apostrophized in the revised curriculum for Swedish preschool,preschool teachers seem to have been struggling with the concept in their day-to-day practices.The current article is based in a collaborative R&D programme aiming at further developingknowledge about what may characterize teaching in preschools. In this article a didactic andpragmatically informed teaching approach with focus on values is analysed. The aim is to understand preschool teachers’ interpretations of the didactic why question, which plays a centralrole in teaching from a pragmatic perspective. The material underlying the teaching approachconsists of a total of 364 documents, including 64 video recordings. This was carried about inabout 120 preschools and/or preschool departments in ten Swedish municipalities. The analysis takes a didactic approach and can be methodologically described as abductive analysis.The results indicate that the question “why?” in didactic and pragmatically informed teachingwith focus on values is characterized by ethical dilemmas concerning rules and norms in preschool practice. Consequently, the ethical dilemmas are constituted as didactic dilemmas, inwhich preschool teachers, in co-actions with children, focus on values in teaching situations,and for which preschool teachers need to take actions without offending colleagues, childrenor parents. 

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  • 17.
    Söderman, Johan
    et al.
    Malmö högskola, School of Teacher Education (LUT), Children-Youth-Society (BUS).
    Löf, Camilla
    Malmö högskola, School of Teacher Education (LUT), Children-Youth-Society (BUS).
    Genusmedvetenhet som möjlighet eller begräsning - en utvärdering av Malmö stads satsning på jämställdhet i förskolor och skolor2010Report (Other academic)
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  • 18.
    Tallberg Broman, Ingegerd
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Children, Youth and Society (BUS).
    Löf, Camilla
    Malmö University, Faculty of Education and Society (LS), Department of Children, Youth and Society (BUS).
    Med rätt att påverka: förskola/skola, sociala praktiker och värden2018In: Barn- och ungdomsvetenskap: grundläggande perspektiv / [ed] Thomas Johansson, Emma Sorbring, Liber, 2018, p. 438-451Chapter in book (Other academic)
  • 19.
    Vallberg Roth, Ann-Christine
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Children, Youth and Society (BUS).
    Holmberg, Ylva
    Malmö University, Faculty of Education and Society (LS), Department of Children, Youth and Society (BUS).
    Löf, Camilla
    Malmö University, Faculty of Education and Society (LS), Department of Children, Youth and Society (BUS).
    Palla, Linda
    Malmö University, Faculty of Education and Society (LS), Department of Children, Youth and Society (BUS).
    Stensson, Catrin
    Flerstämmig didaktisk modellering i förskolan2019Report (Other academic)
    Abstract [en]

    This report is based on a collaborative project involving preschool teachers, managers, and researchers to build knowledge of what characterizes teaching and co-assessment based on scientific grounds and proven experience in about 130 preschools/divisions in ten municipalities in Sweden between 2016 and 2018. In all, 5,236 individuals consented to participate in the project. The method can be described as praxiographic and collaborative, with reference to the analysis of registered practice of teaching and co-assessment. The research project design consists of a practical series in which participants test theory-informed teaching arrangements. The material consists of about 895 co-plans, 740 co-evaluations, and 110 hours of video. The analysis is based on a didactic premise and can be methodologically described in terms of abductive analysis. The results indicate that teaching is modelled through co-assessment. Multivocal traces related to didactic questions and levels emerge from the theory-informed teaching arrangements. In summary, the analysis is merged and tested in a communicable entity through the concept of “multivocal didactic modelling”.

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  • 20.
    Vallberg Roth, Ann-Christine
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Children, Youth and Society (BUS).
    Holmberg, Ylva
    Malmö University, Faculty of Education and Society (LS), Department of Children, Youth and Society (BUS).
    Löf, Camilla
    Malmö University, Faculty of Education and Society (LS), Department of Children, Youth and Society (BUS).
    Palla, Linda
    Malmö University, Faculty of Education and Society (LS), Department of Children, Youth and Society (BUS).
    Stensson, Catrin
    Undervisning och sambedömning i förskola: Förskollärares och chefers skriftliga beskrivningar2019Report (Other academic)
    Abstract [sv]

    Rapporten belyser förskollärares och chefers skriftliga beskrivningar i frågor om undervisning och sambedömning inom ramen för FoU-programmet Undervisning i förskolan. Frågorna besvarades i anslutning till programstarten år 2016 och avslut år 2018. I rapporten analyserar vi ”tecken på förändringar” i beskrivningarna mellan 2016 och 2018. Relativt öppna fritextfrågor skickades till alla medverkande i programmet via e-post. Svarsfrekvensen blev 91 % år 2016 och 70 % år 2018. Sammantaget omfattar materialet cirka 89 800 ord. Fritextfrågorna var formulerade enligt följande: 1. Vad kan känneteckna undervisning i förskola? 2. Vad kan känneteckna undervisning i • musik • matematik • språk-kommunikation/flerspråkighet 3. Vad kan känneteckna en undervisande förskollärare? 4. Vad kan känneteckna en organisation och ett ledarskap som verkar för undervisning i förskolor? 5. Vad kan känneteckna bedömning och sambedömning i förskola? Analys: Didaktiskt orienterad textanalys med kvantitativa inslag har genomförts utifrån omväxlande empirinära och teorinära tolkningsled. Analysen kan beskrivas som abduktiv – en process där empiri och teori omtolkats i ljuset av varandra. Resultat: Det finns tecken på förändring mellan spåren i materialet 2016 och 2018. En påtaglig skillnad är att det 2016 fanns tydliga spår av avståndstagande till undervisning. År 2018 framträder inga explicita spår av avståndstagande, men dock ett ”vet ej”-svar. År 2016 uttolkas en påtaglig stämma med barncentrerad undervisning (Vallberg Roth, 2018). Tecken på förändring kan utläsas i materialet 2018 med framträdande spår av undervisning som kan röra sig mellan barn-, lärar- och innehållsinriktad undervisning.

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  • 21.
    Vallberg Roth, Ann-Christine
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Childhood, Education and Society (BUS).
    Holmberg, Ylva
    Malmö University, Faculty of Education and Society (LS), Department of Childhood, Education and Society (BUS).
    Löf, Camilla
    Malmö University, Faculty of Education and Society (LS), Department of Childhood, Education and Society (BUS).
    Stensson, Catrin
    Malmö University, Faculty of Education and Society (LS), Department of Childhood, Education and Society (BUS).
    Didaktik: flerstämmig undervisning i förskolan2020 (ed. 1)Book (Other (popular science, discussion, etc.))
  • 22.
    Vallberg Roth, Ann-Christine
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Children, Youth and Society (BUS).
    Holmberg, Ylva
    Malmö University, Faculty of Education and Society (LS), Department of Children, Youth and Society (BUS).
    Löf, Camilla
    Malmö University, Faculty of Education and Society (LS), Department of Children, Youth and Society (BUS).
    Stensson, Catrin
    Malmö University, Faculty of Education and Society (LS), Department of Childhood, Education and Society (BUS).
    Multivocal didactic modelling: collaborative research regarding teaching and co-assessment in Swedish preschools2019In: Problems of Education in the 21st Century, ISSN 1822-7864, E-ISSN 2538-7111, Vol. 77, no 6, p. 806-834Article in journal (Refereed)
    Abstract [en]

    In Swedish preschools teachers seem to struggle with the concept of “teaching” in their day-to-day practices. A three-year collaborative research project involving preschool teachers, managers and researchers therefore aimed to describe and further develop knowledge about what could characterize teaching and co-assessment based on scientific grounds and proven experience. The research was carried out in between 93 and 137 preschools/or preschool departments in ten municipalities in Sweden between 2016 and 2017. The method was based on a praxiographic approach where preschool teachers tested four different theory-informed teaching arrangements. The material consisted of about 895 co-plans, 740 co-evaluations and 110 hours of video. Analysis was based on a didactic premise and can be methodologically described in terms of abductive analysis. The analysis was merged and tested in a communicable entity through the “multivocal didactic modelling” concept. The results indicated that teaching is modelled through co-assessment. Multivocal traces related to didactic questions and didactic levels emerge from theory-informed teaching arrangements. The research stands to make a highly significant contribution to knowledge development concerning teaching and co-assessment in preschool. Theory-informed teaching arrangements, with integrated didactic models, have been tried and shown to support teachers in conducting teaching that is based on scientific grounds and proven experience. The concept “multivocal didactic modelling” paves the way for alternative (meta)theoretical trajectories for critical reflection and for more cohesive and finely tuned teaching. In conclusion, the contribution to the development of knowledge can be described in terms of theory-informed practical development and practically grounded conceptual development.

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