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Flerstämmig didaktisk modellering i förskolan
Malmö University, Faculty of Education and Society (LS), Department of Children, Youth and Society (BUS).ORCID iD: 0000-0002-4521-1528
Malmö University, Faculty of Education and Society (LS), Department of Children, Youth and Society (BUS).ORCID iD: 0000-0002-4606-5112
Malmö University, Faculty of Education and Society (LS), Department of Children, Youth and Society (BUS).
Malmö University, Faculty of Education and Society (LS), Department of Children, Youth and Society (BUS).ORCID iD: 0000-0003-1549-9900
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2019 (Swedish)Report (Other academic)
Abstract [sv]

Rapporten baseras på forskningsdelen i ett forsknings- och utvecklingsprogram som syftar till att, i samverkan mellan förskollärare, chefer och forskare, beskriva och vidareutveckla kunskap om vad som kan känneteckna undervisning och sambedömning i förskola. Detta görs i relation till vetenskaplig grund och beprövad erfarenhet i cirka 130 förskolor/avdelningar belägna i tio kommuner i Sverige, mellan åren 2016 och 2018. Sammantaget har 5 236 samtyckt att medverka i forskningsdelen av programmet. Metoden kan beskrivas i termer av en ”praxiografisk samverkansmetod” som avser analys av registrerad praktik. Designen utgörs av parallella och prövande serier av teoriinformerade undervisningsupplägg. Materialet består av cirka 870 samplaneringar, cirka 700 samvärderingar och cirka 110 filmtimmar över genomförd undervisning. Analysen är didaktiskt orienterad och kan beskrivas i termer av abduktiv analys. Resultatet indikerar att undervisning modelleras genom sambedömning. Det framträder flerstämmiga spår relaterat till didaktiska frågor och didaktiska nivåer i de teoriinformerade undervisningsuppläggen. Sammantaget fogas analysen samman och prövas i en kommunicerbar helhet genom begreppet ”flerstämmig didaktisk modellering”.

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”.

Place, publisher, year, edition, pages
2019. , p. 58
Keywords [sv]
Didaktik, Flerstämmig didaktisk modellering, förskola, undervisning, sambedömning
National Category
Social Sciences
Identifiers
URN: urn:nbn:se:mau:diva-16895Local ID: 28448OAI: oai:DiVA.org:mau-16895DiVA, id: diva2:1420410
Available from: 2020-03-30 Created: 2020-03-30 Last updated: 2022-12-07Bibliographically approved

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Vallberg Roth, Ann-ChristineHolmberg, YlvaLöf, CamillaPalla, LindaStensson, Catrin

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