Dokumentationens dilemman : Förskollärare samtalar om pedagogisk dokumentation

Abstract  Pedagogical documentation is a certain procedure for documenting that, in recent years, has been embraced in several Swedish preschools. Teachers document children’s actions and conversations usually by photos or video recordings. This documentation is to be used for a pedagogical purpose....

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Main Author: Lindgren Eneflo, Elisabeth
Format: Others
Language:Swedish
Published: Högskolan Dalarna, Pedagogiskt arbete 2014
Subjects:
Online Access:http://urn.kb.se/resolve?urn=urn:nbn:se:du-16410
http://nbn-resolving.de/urn:isbn:978-91-7601-117-1
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spelling ndltd-UPSALLA1-oai-DiVA.org-du-164102021-11-13T05:39:51ZDokumentationens dilemman : Förskollärare samtalar om pedagogisk dokumentationsweLindgren Eneflo, ElisabethHögskolan Dalarna, Pedagogiskt arbeteUmeå universitetUmeå : Print & Media, Umeå universitet2014Pedagogical documentationpreschooldiscursive psychologyinterpretative repertoiresideological dilemmaseducational workPedagogisk dokumentationförskoladiskurspsykologitolkningsrepertoarerideologiska dilemmanpedagogiskt arbetePedagogical WorkPedagogiskt arbeteAbstract  Pedagogical documentation is a certain procedure for documenting that, in recent years, has been embraced in several Swedish preschools. Teachers document children’s actions and conversations usually by photos or video recordings. This documentation is to be used for a pedagogical purpose. However, studies and governmental inspections have shown that pedagogical documentation gives rise to many questions among preschool teachers. The purpose of this study is to gain insight into what is being expressed when preschool teachers discuss pedagogical documentation, focusing on themes of content and on the participants’ expressions of their points of view. The data is comprised of transcriptions from audio recordings of discussions conducted in a research circle. The participants are eight preschool teachers that met over the course of one year. Each meeting focused on the documentation provided by a different participant. In that way the contents of the discussions were framed by the teachers own questions and narratives. Theoretically, the study departs from Social Constructionism and Discursive Psychology. The preschool teachers’ utterances have been analyzed using concepts of interpretative repertoires and ideological dilemmas. The results show the main themes to be: Knowledge content in a preschool setting, children’s learning, the teacher’s role and implementation of pedagogical documentation. The participants’ joint position is that the knowledge content at the preschool level is defined by the curriculum for the preschool. Concerning children’s learning and the teacher’s role, two main standpoints are disclosed. Ideologically those standpoints derive from two opposing theories of education. Based on how the standpoints have been expressed I have called them ”predetermined learning” versus ”non-predetermined learning”. One main distinction between the standpoints is that predetermined learning emphasizes the results of learning, while non-predetermined learning emphasizes the processes of learning. The participants’ utterances show that teachers tend to subscribe to the idea that there is only one acceptable way of working with pedagogical documentation. This sometimes creates performance anxiety and feelings of not succeeding and has led to arguments advocating an alternate approach; pedagogical documentation can be done in many ways. The ideological dilemmas within the discourse can be perceived as resources by which the participants argue about knowledge, learning, teaching and about the implementation of pedagogical documentation. Forskarskola för förskollärare "Utforskande lärprocesser och literacy:Förskolebarns lärande i språk, matematik och naturvetenskap"Licentiate thesis, monographinfo:eu-repo/semantics/masterThesistexthttp://urn.kb.se/resolve?urn=urn:nbn:se:du-16410urn:isbn:978-91-7601-117-1Licentiatavhandlingar i Pedagogiskt arbete ; 17application/pdfinfo:eu-repo/semantics/openAccess
collection NDLTD
language Swedish
format Others
sources NDLTD
topic Pedagogical documentation
preschool
discursive psychology
interpretative repertoires
ideological dilemmas
educational work
Pedagogisk dokumentation
förskola
diskurspsykologi
tolkningsrepertoarer
ideologiska dilemman
pedagogiskt arbete
Pedagogical Work
Pedagogiskt arbete
spellingShingle Pedagogical documentation
preschool
discursive psychology
interpretative repertoires
ideological dilemmas
educational work
Pedagogisk dokumentation
förskola
diskurspsykologi
tolkningsrepertoarer
ideologiska dilemman
pedagogiskt arbete
Pedagogical Work
Pedagogiskt arbete
Lindgren Eneflo, Elisabeth
Dokumentationens dilemman : Förskollärare samtalar om pedagogisk dokumentation
description Abstract  Pedagogical documentation is a certain procedure for documenting that, in recent years, has been embraced in several Swedish preschools. Teachers document children’s actions and conversations usually by photos or video recordings. This documentation is to be used for a pedagogical purpose. However, studies and governmental inspections have shown that pedagogical documentation gives rise to many questions among preschool teachers. The purpose of this study is to gain insight into what is being expressed when preschool teachers discuss pedagogical documentation, focusing on themes of content and on the participants’ expressions of their points of view. The data is comprised of transcriptions from audio recordings of discussions conducted in a research circle. The participants are eight preschool teachers that met over the course of one year. Each meeting focused on the documentation provided by a different participant. In that way the contents of the discussions were framed by the teachers own questions and narratives. Theoretically, the study departs from Social Constructionism and Discursive Psychology. The preschool teachers’ utterances have been analyzed using concepts of interpretative repertoires and ideological dilemmas. The results show the main themes to be: Knowledge content in a preschool setting, children’s learning, the teacher’s role and implementation of pedagogical documentation. The participants’ joint position is that the knowledge content at the preschool level is defined by the curriculum for the preschool. Concerning children’s learning and the teacher’s role, two main standpoints are disclosed. Ideologically those standpoints derive from two opposing theories of education. Based on how the standpoints have been expressed I have called them ”predetermined learning” versus ”non-predetermined learning”. One main distinction between the standpoints is that predetermined learning emphasizes the results of learning, while non-predetermined learning emphasizes the processes of learning. The participants’ utterances show that teachers tend to subscribe to the idea that there is only one acceptable way of working with pedagogical documentation. This sometimes creates performance anxiety and feelings of not succeeding and has led to arguments advocating an alternate approach; pedagogical documentation can be done in many ways. The ideological dilemmas within the discourse can be perceived as resources by which the participants argue about knowledge, learning, teaching and about the implementation of pedagogical documentation. === Forskarskola för förskollärare "Utforskande lärprocesser och literacy:Förskolebarns lärande i språk, matematik och naturvetenskap"
author Lindgren Eneflo, Elisabeth
author_facet Lindgren Eneflo, Elisabeth
author_sort Lindgren Eneflo, Elisabeth
title Dokumentationens dilemman : Förskollärare samtalar om pedagogisk dokumentation
title_short Dokumentationens dilemman : Förskollärare samtalar om pedagogisk dokumentation
title_full Dokumentationens dilemman : Förskollärare samtalar om pedagogisk dokumentation
title_fullStr Dokumentationens dilemman : Förskollärare samtalar om pedagogisk dokumentation
title_full_unstemmed Dokumentationens dilemman : Förskollärare samtalar om pedagogisk dokumentation
title_sort dokumentationens dilemman : förskollärare samtalar om pedagogisk dokumentation
publisher Högskolan Dalarna, Pedagogiskt arbete
publishDate 2014
url http://urn.kb.se/resolve?urn=urn:nbn:se:du-16410
http://nbn-resolving.de/urn:isbn:978-91-7601-117-1
work_keys_str_mv AT lindgrenenefloelisabeth dokumentationensdilemmanforskollararesamtalarompedagogiskdokumentation
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