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  • 1.
    Forsberg Ahlcrona, Mirella
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Östman, Ann
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Mathematics and Puppet Play as a Method in the Preschool Teacher Education2018Ingår i: Creative Education, ISSN 2151-4755, E-ISSN 2151-4771, Vol. 09, nr 10, s. 1536-1550Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This study explores students'€™ perceptions and understanding of mathematics as a subject and using aesthetic expressions in their own mathematics teaching in preschool, more specifically, with puppet play as a method. In all teacher education in Sweden, mathematics in preschool is taught in different ways, which means that the teaching about the aesthetic possibilities as a part of the teaching of mathematics in preschool varies. The main purpose of the study has been to investigate students’ mathematical development in preschool practice based on the changes made in the educational and methodological implications during teacher education. The data collection consists of texts from 73 students. The qualitative content analysis focuses on the students’ descriptions of understanding and meaning of mathematics and aesthetics in their own teaching with the children. The results show that the methodological implications in the course’s organization and structure enabled a variation of qualitative changes in the students perceptions and beliefs about mathematics and aesthetics, but also that the conceptual languages of mathematics could be varied and concretized by new methodological strategies.

  • 2.
    Hammar Chiriac, Eva
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Linköping, Sweden.
    Forslund Frykedal, Karin
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Teacher´s Talk about Group Work Assessment before and after Participation in An Intervention2019Ingår i: Creative Education, ISSN 2151-4755, E-ISSN 2151-4771, Vol. 10, nr 9, artikel-id 95471Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Previous research has shown that teachers use an indistinct vocabulary, employ few concepts, and expose an embryonic professional language when talking about group work assessment, thus indicating a lack of a professional language. Building on Granström´s three different modes of language use everyday, pseudo-meta- and meta-language, the purpose of this article was to examine the teachers use of languages when talking about group work assessment. Specifically, if and how teachers use of modes of languages are influenced by them partaking in 1) a study about assessment in group work and 2) in an intervention in form of a short educational session. Data were gathered from interviews with eight teachers working in years five and eight in five Swedish compulsory schools and analysed both qualitatively and quantitatively. The results revealed that all of the teachers use Granstöms mode of languages to a varying degree when talking about assessment in cooperative situations. A core finding was that intervention in the form of a short education influenced the teachers way of talking in a positive way. By participating in the intervention, the teachers developed and expanded their mode of language, thereby promoting the use of a common professional language about group work assessment.

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