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Vilken kunskap erkänns i det systematiska kvalitetsarbetet?: Om oförenliga tankestilar i dagens förskola
Mälardalen University, School of Education, Culture and Communication. Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics. (LUB/UTSAM/Didaktikdesign)ORCID iD: 0000-0002-4091-0856
Stockholms universitet, Sweden.
2014 (Swedish)In: Nordisk Barnehageforskning, ISSN 1890-9167, Vol. 7, no 12, 1-18 p.Article in journal (Refereed) Published
Abstract [en]

This study is to be seen in relation to the intensified ‘assessment culture’ that has evolved in today's educational system. The purpose is to discuss how the dualistic mission of the curriculum is being handled in preschools systematic quality work, by studying the representation and recognition of ideational and interpersonal knowledge. The study is based on video-observations of preschool teachers’ planning, work and follow up of three educational activities in two different preschools. The theoretical basis consist of a multimodal and design theoretical perspective used in combination with Ludwik Flecks work on thought styles and thought collectives. The analyse shows that the curriculum objectives are handled in contradictory ways. This is visible in interaction patterns that exhibit traces from incompatible thought styles.

Abstract [sv]

Denna studie skall ses i relation till den intensifierade "bedömningskultur" som har utvecklats inom dagens utbildningssystem. Syftet är att diskutera hur det dualistiska uppdraget i läroplanen hanteras i förskolors systematiska kvalitetsarbete, genom att studera vilken innehållslig och relationell kunskap som kommer till uttryck och erkänns. Studien bygger på videoobservationer av förskollärares planering, arbete och uppföljning inom tre arbetsprocesser i två olika förskolor. Det teoretiska ramverket består av ett multimodalt och designteoretiskt perspektiv och används i kombination med Ludwik Flecks arbete om tankestilar och tankekollektiv. Analysen visar att läroplanens mål hanteras på motstridiga sätt och det kommer till uttryck i interaktionsmönster, som uppvisar spår från oförenliga tankestilar.

Place, publisher, year, edition, pages
2014. Vol. 7, no 12, 1-18 p.
National Category
Social Sciences Other Social Sciences
Research subject
URN: urn:nbn:se:mdh:diva-25783OAI: diva2:737748
Available from: 2014-08-14 Created: 2014-08-14 Last updated: 2014-10-07Bibliographically approved

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