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Vilken kunskap erkänns i det systematiska kvalitetsarbetet? Om oförenliga tankestilar i dagens förskola
Stockholm University, Faculty of Social Sciences, Department of Education.
2014 (Swedish)In: TIDSSKRIFT FOR NORDISK BARNEHAGEFORSKNING, ISSN 1890-9167, Vol. 7, no 12, 1-18 p.Article in journal (Refereed) Published
Abstract [en]

This study is to be seen in relation to the intensified ‘assessment culture’ that has evolved in today's educational system. The purpose is to discuss how the dualistic mission of the curriculum is being handled in preschools systematic quality work, by studying the representation and recognition of ideational and interpersonal knowledge. The study is based on video-observations of preschool teachers’ planning, work and follow up of three educational activities in two different preschools. The theoretical basis consist of a multimodal and design theoretical perspective used in combination with Ludwik Flecks work on thought styles and thought collectives. The analyse shows that the curriculum objectives are handled in contradictory ways. This is visible in interaction patterns that exhibit traces from incompatible thought styles.

Keywords: Preschool, recognition, thought styles, multimodal design theoretical perspective.

Place, publisher, year, edition, pages
2014. Vol. 7, no 12, 1-18 p.
Keyword [sv]
Förskola, erkännande, tankestilar, multimodalt designteoretiskt perspektiv.
National Category
Educational Sciences
Research subject
Didactics
Identifiers
URN: urn:nbn:se:su:diva-125760OAI: oai:DiVA.org:su-125760DiVA: diva2:895147
Available from: 2016-01-18 Created: 2016-01-18 Last updated: 2016-01-18Bibliographically approved

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Eva, Svärdemo Åberg
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