Från görande till lärande och förståelse; En studie av lärares lärande inom estetik
The aim of this article is to analyse teachers' changing ways of talking about children's aesthetic learning in the early years as a result of a research and development project. With a point of departure in developmental and variation theory, a praxis oriented project was designed with th...
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Høgskolen i Oslo og Akershus
2008-10-01
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Series: | Nordisk Barnehageforskning |
Online Access: | https://journals.hioa.no/index.php/nbf/article/view/240 |
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doaj-4688d554f55e4bfb95453d60d86b8c0d2020-11-24T21:10:45ZdanHøgskolen i Oslo og AkershusNordisk Barnehageforskning1890-91672008-10-011110.7577/nbf.240182Från görande till lärande och förståelse; En studie av lärares lärande inom estetikMaj Asplund CarlssonNiklas PramlingIngrid Pramling SamuelssonThe aim of this article is to analyse teachers' changing ways of talking about children's aesthetic learning in the early years as a result of a research and development project. With a point of departure in developmental and variation theory, a praxis oriented project was designed with the aim of finding out whether collaborative talk and meta-cognitive dialogues could contribute to children's learning of music, dance and poetry. The participating teachers were offered in-service training in order to develop a new way of teaching and new ways of thinking about the curriculum and children's learning. Interviews with the teachers were carried out at the beginning and the end of the project. The teachers' learning was expressed in changed ways of talking about aesthetics and learning. From an emphasis on personality development and the teacher's lack of expertise with the aesthetic subjects as an obstacle, the teachers expressed a view of having become more aware of the concept of learning objects in the aesthetics, of their own role as teachers in directing children's attention and to listen to children. The teachers thus gained a new way of talking about themselves as teachers and about children’s learning within music, dance and poetry.https://journals.hioa.no/index.php/nbf/article/view/240 |
collection |
DOAJ |
language |
Danish |
format |
Article |
sources |
DOAJ |
author |
Maj Asplund Carlsson Niklas Pramling Ingrid Pramling Samuelsson |
spellingShingle |
Maj Asplund Carlsson Niklas Pramling Ingrid Pramling Samuelsson Från görande till lärande och förståelse; En studie av lärares lärande inom estetik Nordisk Barnehageforskning |
author_facet |
Maj Asplund Carlsson Niklas Pramling Ingrid Pramling Samuelsson |
author_sort |
Maj Asplund Carlsson |
title |
Från görande till lärande och förståelse; En studie av lärares lärande inom estetik |
title_short |
Från görande till lärande och förståelse; En studie av lärares lärande inom estetik |
title_full |
Från görande till lärande och förståelse; En studie av lärares lärande inom estetik |
title_fullStr |
Från görande till lärande och förståelse; En studie av lärares lärande inom estetik |
title_full_unstemmed |
Från görande till lärande och förståelse; En studie av lärares lärande inom estetik |
title_sort |
från görande till lärande och förståelse; en studie av lärares lärande inom estetik |
publisher |
Høgskolen i Oslo og Akershus |
series |
Nordisk Barnehageforskning |
issn |
1890-9167 |
publishDate |
2008-10-01 |
description |
The aim of this article is to analyse teachers' changing ways of talking about children's aesthetic learning in the early years as a result of a research and development project. With a point of departure in developmental and variation theory, a praxis oriented project was designed with the aim of finding out whether collaborative talk and meta-cognitive dialogues could contribute to children's learning of music, dance and poetry. The participating teachers were offered in-service training in order to develop a new way of teaching and new ways of thinking about the curriculum and children's learning. Interviews with the teachers were carried out at the beginning and the end of the project. The teachers' learning was expressed in changed ways of talking about aesthetics and learning. From an emphasis on personality development and the teacher's lack of expertise with the aesthetic subjects as an obstacle, the teachers expressed a view of having become more aware of the concept of learning objects in the aesthetics, of their own role as teachers in directing children's attention and to listen to children. The teachers thus gained a new way of talking about themselves as teachers and about children’s learning within music, dance and poetry. |
url |
https://journals.hioa.no/index.php/nbf/article/view/240 |
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