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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Main Authors: Maj Asplund Carlsson, Niklas Pramling, Ingrid Pramling Samuelsson
Format: Article
Language:Danish
Published: Høgskolen i Oslo og Akershus 2008-10-01
Series:Nordisk Barnehageforskning
Online Access:https://journals.hioa.no/index.php/nbf/article/view/240
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spelling 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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