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Arbetsintegrerat lärande genom lärandesamtal med föräldrar: En grund för pedagogers utveckling i arbete
University West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology. (KAMAIL FBU)ORCID iD: 0000-0003-1547-0921
University West, Department of Social and Behavioural Studies, Division of Social Work and Social Pedagogy. (KAMAIL FBU)ORCID iD: 0000-0003-1398-5729
2023 (Swedish)In: Nordisk Barnehageforskning, E-ISSN 1890-9167, Vol. 20, no 4, p. 129-150Article in journal (Refereed) Published
Abstract [sv]

I följande studie undersöks hur pedagoger beskriver sitt eget lärande och sin identitetsutveckling i ljuset av införandet av en ny typ av föräldrasamtal. Föräldrasamtalen som genomförts har skett på gruppnivå med föräldragrupper istället för de traditionella utvecklingssamtalen. I samtalen riktar pedagogerna in sig på interaktion och kollektivt lärande hos barn och vårt material för den här studien utgörs av texter som pedagogerna har skrivit för att reflektera över den nya samtalsmodellen. Syftet med studien är att förstå samtalen som en aktivitet genom vilken pedagogers lärande och identitet i arbete kan utvecklas. Texterna har analyserats genom innehållsanalys. Genom studien belystes hur förskolepedagogerna utmanas kunskapsmässigt i sammanhang med föräldrar och kollegor, varför det blir viktigt för pedagogerna att reflektera över arbetet och den egna utvecklingen. Resultatet visar hur dessa gruppsamtal bidrar till pedagogernas yrkesidentitet och lärande i arbete.

Abstract [en]

The following study examines how preschool teachers describe their own learning and their own identity development concerning the introduction of a new type of parent-teacher conference. The conversation that has been conducted has taken place with groups of parents instead of the traditional individual conversations between parents and preschool teachers. In the conversations, the preschool teachers focus on interaction and collective learning among children, and our material for this study consists of texts that the preschool teachers have written to stimulate reflection concerning the new conversation model. The purpose of the study is to understand the conversations as an activity through which a preschool teacher’s learning and identity at work can be developed. Using content analysis, the study highlights how preschool teachers are challenged in terms of knowledge in the context of parents and colleagues, which is why it becomes important for preschool teachers to reflect upon their work and their own development. In addition, the results show how these group conversations contribute to the preschool teacher’s professional identity and learning at work.

Place, publisher, year, edition, pages
2023. Vol. 20, no 4, p. 129-150
Keywords [en]
work integrated learning; preschool; learning conversation; professional identity; parent-teacher conference
Keywords [sv]
arbetsintegrerat lärande; förskola; lärandesamtal; yrkesidentitet; föräldrasamtal
National Category
Pedagogical Work Learning Applied Psychology
Research subject
Work Integrated Learning; Child and Youth studies
Identifiers
URN: urn:nbn:se:hv:diva-20921DOI: 10.23865/nbf.v20.364OAI: oai:DiVA.org:hv-20921DiVA, id: diva2:1811337
Note

CC-BY 4.0

Available from: 2023-11-13 Created: 2023-11-13 Last updated: 2024-07-04

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fulltext(322 kB)51 downloads
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Seitl, CamillaEriksson, Lisbeth

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