Hur förskollärare utvecklar kompetens genom reflektion

• Main Authors: Almqvist, Daniel, Rehioui, Faycal Elias
• Format: Others
• Language: Swedish
• Published: Södertörns högskola, Lärarutbildningen 2015
• Subjects: Pre-school; Reflection; Learning; Competence; Reggio Emilia; learning organization
• Online Access: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-27500

The purpose of this study is to create an understanding of the phenomenon of reflection. In order to gain a deeper understanding of the concept, we chose to interview four preschool teachers. The preschool teachers met with colleagues in their pre-school area regularly during the autumn and spring terms 2014-2015, to develop their skills through reflection. We wanted to examine whether these meetings influenced their understanding of the concept of reflection, as well as their ability to reflect. We tried to get a hold of these two elements through the questions in our interview. Our three most interesting findings in this study are. The preschool teachers in our study makes a fundamental theoretical difference between how you look at and define the reflection with children and how they look at peer learning. A distinction is difficult to justify theoretically. Our second interesting finding was the importance and the difficult task to keep the reflections away from mainly be about giving each other "tips and advice". Our last finding is the need of good leadership skills of the one who have the task to lead the reflection.