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Effekten av handledning i förskolan: En kvalitativ intervjustudie med specialpedagoger och pedagoger.
Luleå University of Technology, Department of Arts, Communication and Education.
Luleå University of Technology, Department of Arts, Communication and Education.
2019 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
Abstract [sv]

Syftet med studien är att öka kunskapen om hur specialpedagogen och pedagogerna beskriver handledning i förskolan samt hur specialpedagogen och pedagogerna beskriver vilka effekter handledning kan ge. För att besvara syftet kom vi fram till följande frågeställningar, hur kan specialpedagogens yrkesroll se ut i förskolan, hur beskriver specialpedagogen och pedagogerna handledning i förskolan samt beskriver specialpedagogen och pedagogerna att någon förändring skett i lärmiljön efter handledningen, i så fall vilken. Studien grundar sig på en kvalitativ forskningsansats och metoden som använts är kvalitativa semistrukturerade intervjuer samt fokusgruppintervjuer. I studien har två specialpedagoger som arbetar mot förskolan samt tre arbetslag som får handledning av specialpedagog intervjuats. Som stöd i analysen av resultatet har de specialpedagogiska perspektiven, det kategoriska och relationella perspektivet, använts. Resultatet som har framkommit är att specialpedagogerna har olika arbetssätt och arbetar med handledning på olika sätt. I reflektion med arbetslagen upplever specialpedagogerna effekten av handledningen. Alla arbetslagen beskriver förändring i lärmiljön efter handledningen med specialpedagogen. Samtliga arbetslag beskriver handledning som något positivt.

Abstract [en]

The aim of this study is to increase the knowledge about how the special educator and the educators describe tutoring in the preschool and how the special educator and the educators describe the effects that tutoring can give. To answer the aim, we came up with the following questions, how can the special educator's professional role look in the preschool, how does the special educator and the educators describe tutoring in the preschool and do the special educator and the educators describe that any change has occurred in the learning environment after the tutoring, if so which one. The study is based on a qualitative research approach and the method used is qualitative semi-structured interviews and focus group interviews. In the study, two special educators working towards preschools and three work teams who receive tutoring of special educator have been interviewed. In support of the analysis of the result, the special educational perspectives, the categorical and relational perspective, have been used. The result that has emerged is that the special educators have different working methods and work with tutoring in different ways. In reflection with the work team, the special educators experience the effect of the tutoring. All the teams describe changes in the learning environment after the tutoring with the special educator. All work teams describe tutoring as something positive.

Place, publisher, year, edition, pages
2019.
Keywords [en]
Preschool, special education, special educator, tutoring
Keywords [sv]
Förskolan, handledning, specialpedagog, specialpedagogik
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:ltu:diva-75511OAI: oai:DiVA.org:ltu-75511DiVA, id: diva2:1342736
Subject / course
Student thesis, at least 15 credits
Educational program
Special Education Needs
Supervisors
Examiners
Available from: 2019-08-16 Created: 2019-08-14 Last updated: 2019-08-16Bibliographically approved

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CiteExportLink to record
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Citation style
  • apa
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Output format
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