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Challenges in working with pedagogical quality in preschools: a meta-interpretation synthesis of empirical studies
Stockholm University, Faculty of Social Sciences, Department of Education.
Stockholm University, Faculty of Social Sciences, Department of Education.
2017 (English)In: Early Child Development and Care, ISSN 0300-4430, E-ISSN 1476-8275Article in journal (Refereed) Epub ahead of print
Abstract [en]

This article presents a meta-interpretative synthesis of contrasting research studies about methodological and theoretical challenges for Swedish preschool teachers in systematic quality development work. The first challenge involves an awareness of producing documentation from different levels of preschool work. The second challenge concerns critical reflection of multi-documentation. The third challenge focuses on an awareness of theoretical approaches which can allow a deeper understanding of quality within preschool work. This article proposes that, even if there are tensions and epistemologically different interests in many of the methods of evaluation used in preschools today, there is a need for comprehensive methods and recurring reflections that places preschools’ pedagogical work in an ongoing process of developing quality.

Place, publisher, year, edition, pages
2017.
Keyword [en]
Evaluation, preschool quality, systematic quality development work, documentation
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Didactics
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URN: urn:nbn:se:su:diva-145121DOI: 10.1080/03004430.2017.1321542OAI: oai:DiVA.org:su-145121DiVA: diva2:1121493
Available from: 2017-07-11 Created: 2017-07-11 Last updated: 2017-11-06

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Svärdemo Åberg, EvaInsulander, Eva
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