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Bjervås, Lise-Lotte
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Berge, A., Johansson, E., Bjervås, L.-L., Sigurdardottir, I. & Puriola, A.-M. (2018). Discourse of efficiency: conflicting values in educator’s talk about everyday practice in the cloakrum. In: Eva Johansson, Anette Emilson & Anna-Maija Puroila (Ed.), Values education in early childhood settings: concepts, approaches and practices (pp. 297-311). Cham: Springer
Öppna denna publikation i ny flik eller fönster >>Discourse of efficiency: conflicting values in educator’s talk about everyday practice in the cloakrum
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2018 (Engelska)Ingår i: Values education in early childhood settings: concepts, approaches and practices / [ed] Eva Johansson, Anette Emilson & Anna-Maija Puroila, Cham: Springer, 2018, s. 297-311Kapitel i bok, del av antologi (Refereegranskat)
Abstract [en]

This chapter examines conflicting values in a study on educators’ talk about everyday practices in preschool. The aim of the study is to identify how different values create meaning regarding efficiency in educators’ conversations about everyday practices with children in the cloakroom. The research questions are as follows: How does the discourse of efficiency emerge from educators’ conversations? What different values can be identified in the educators’ descriptions of everyday practices in the cloakroom? The theoretical and methodological frameworks are based on Fairclough’s critical discourse theory. The textual analysis revealed metaphors and identified implicit values in the educators’ utterances. The results highlight a network of various values in the educators’ talk, which are connected in complex ways. They represent different discourses struggling to occupy a hegemonic position in the educators’ utterances. This indicates an ongoing process of restructuring or change in the social relations in preschool and in the identities of the preschool educators.

Ort, förlag, år, upplaga, sidor
Cham: Springer, 2018
Serie
International Perspectives on Early Childhood Education and Development, ISSN 2468-8746 ; 23
Nyckelord
Discourses, Values, Metaphors, Nordic preschools, Educators
Nationell ämneskategori
Pedagogik
Forskningsämne
Pedagogik och Utbildningsvetenskap, Pedagogik
Identifikatorer
urn:nbn:se:lnu:diva-93628 (URN)10.1007/978-3-319-75559-5_18 (DOI)9783319755588 (ISBN)9783319755595 (ISBN)9783030092641 (ISBN)
Tillgänglig från: 2020-04-20 Skapad: 2020-04-20 Senast uppdaterad: 2020-04-23Bibliografiskt granskad
Bjervås, L.-L. (2018). Teaching about fairness in a preschool context (1ed.). In: Eva Johansson & Johanna Einarsdottir (Ed.), Values in early childhood education: citizenship for tomorrow (pp. 55-69). Routledge
Öppna denna publikation i ny flik eller fönster >>Teaching about fairness in a preschool context
2018 (Engelska)Ingår i: Values in early childhood education: citizenship for tomorrow / [ed] Eva Johansson & Johanna Einarsdottir, Routledge, 2018, 1, s. 55-69Kapitel i bok, del av antologi (Övrig (populärvetenskap, debatt, mm))
Ort, förlag, år, upplaga, sidor
Routledge, 2018 Upplaga: 1
Serie
Towards an Ethical Praxis in Early Childhood
Nationell ämneskategori
Pedagogik
Forskningsämne
Pedagogik och Utbildningsvetenskap
Identifikatorer
urn:nbn:se:lnu:diva-73087 (URN)10.4324/9781315317007-4 (DOI)2-s2.0-85043674566 (Scopus ID)9781138230705 (ISBN)9781315316994 (ISBN)9781138230699 (ISBN)
Tillgänglig från: 2018-04-19 Skapad: 2018-04-19 Senast uppdaterad: 2019-05-28Bibliografiskt granskad
Bjervås, L.-L. & Lee-Hammond, L. (2017). Early childhood educators in Sweden and Australia making sense of their pedagogical practices. In: : . Paper presented at 27th EECERA (European Early Childhood Education Research Association) Annual Conference, Bologna, Italy, aug 29-sept 01, 2017.
Öppna denna publikation i ny flik eller fönster >>Early childhood educators in Sweden and Australia making sense of their pedagogical practices
2017 (Engelska)Konferensbidrag, Enbart muntlig presentation (Refereegranskat)
Nationell ämneskategori
Utbildningsvetenskap
Forskningsämne
Pedagogik och Utbildningsvetenskap
Identifikatorer
urn:nbn:se:lnu:diva-67950 (URN)
Konferens
27th EECERA (European Early Childhood Education Research Association) Annual Conference, Bologna, Italy, aug 29-sept 01, 2017
Tillgänglig från: 2017-09-14 Skapad: 2017-09-14 Senast uppdaterad: 2018-02-28Bibliografiskt granskad
Bjervås, L.-L. & Rosendahl, G. (2017). Pedagogical documentation and pedagogical choices. (1ed.). In: Alma. F. Fleet, Catherine Patterson & Janet Robertson (Ed.), Pedagogical Documentation in Early Years Practice : Seeing Through Multiple Perspectives (pp. 27-39). London: Sage Publications
Öppna denna publikation i ny flik eller fönster >>Pedagogical documentation and pedagogical choices.
2017 (Engelska)Ingår i: Pedagogical Documentation in Early Years Practice : Seeing Through Multiple Perspectives / [ed] Alma. F. Fleet, Catherine Patterson & Janet Robertson, London: Sage Publications, 2017, 1, s. 27-39Kapitel i bok, del av antologi (Övrigt vetenskapligt)
Ort, förlag, år, upplaga, sidor
London: Sage Publications, 2017 Upplaga: 1
Nationell ämneskategori
Utbildningsvetenskap
Forskningsämne
Pedagogik och Utbildningsvetenskap
Identifikatorer
urn:nbn:se:lnu:diva-67949 (URN)9781473944619 (ISBN)
Tillgänglig från: 2017-09-14 Skapad: 2017-09-14 Senast uppdaterad: 2018-03-02Bibliografiskt granskad
Bjervås, L.-L. & Emilson, A. (2017). Pedagogisk dokumentation för lärande (1ed.). In: Anne-Li Lindgren, Niklas Pramling, Roger Säljö (Ed.), Förskolan och barns utveckling: (pp. 227-244). Gleerups Utbildning AB
Öppna denna publikation i ny flik eller fönster >>Pedagogisk dokumentation för lärande
2017 (Svenska)Ingår i: Förskolan och barns utveckling / [ed] Anne-Li Lindgren, Niklas Pramling, Roger Säljö, Gleerups Utbildning AB, 2017, 1, s. 227-244Kapitel i bok, del av antologi (Övrigt vetenskapligt)
Ort, förlag, år, upplaga, sidor
Gleerups Utbildning AB, 2017 Upplaga: 1
Nationell ämneskategori
Lärande
Forskningsämne
Pedagogik och Utbildningsvetenskap, Pedagogik
Identifikatorer
urn:nbn:se:lnu:diva-67908 (URN)978-91-40-69463-8 (ISBN)
Tillgänglig från: 2017-09-11 Skapad: 2017-09-11 Senast uppdaterad: 2019-02-22Bibliografiskt granskad
Bjervås, L.-L. (2016). Fairness in a preschool context. In: Abstract book. 26th EECERA Annual Conference, Happiness, Relationships, Emotion & Deep Level Learning, Dublin, 31st-3rd September, 2016: . Paper presented at EECERA 2016, 26th EECERA Annual Conference, Dublin, 31st-3rd September, 2016.
Öppna denna publikation i ny flik eller fönster >>Fairness in a preschool context
2016 (Engelska)Ingår i: Abstract book. 26th EECERA Annual Conference, Happiness, Relationships, Emotion & Deep Level Learning, Dublin, 31st-3rd September, 2016, 2016Konferensbidrag, Muntlig presentation med publicerat abstract (Refereegranskat)
Abstract [en]

The aim is to add to the knowledge of how fairness as a value can be communicated between teachers and children in preschool. The questions are: What do the teachers' actions and words convey to the children about the meaning of the value fairness? How is fairness imagined in relation to the collective versus in relation to the individual? What seems to be fair or unfair from the children's point of view? This study is based on research on moral values in Norwegian and Swedish preschools conducted by Johansson (2002, 2007a, 2007b, 2009, 2011) and Emilson (2007, 2008, 2009). The theoretical framework is taken from Habermas. Data has been gathered at a preschool and consists of video observations of interactions between teachers and children, as well as of the teachers' own narratives. The study was conducted in accordance with the ethical guidelines of the Swedish Research Council. The participants are informed about the study in accordance with these guidelines. They have signed a voluntary agreement to participate. The parents have also approved the video-recording of their children. No child has been filmed if they showed that they don't want to participate. The result shows that the teachers' ideas and actions concerning fairness are not always perceived by children in accordance with the adults' intentions. In order to broaden their understanding of how the value fairness may be expressed in the pedagogical practice, teachers need to become aware of both their own view of fairness and the children's view of fairness.

Nyckelord
value educational work, fairness, preschool, communication, actions
Nationell ämneskategori
Lärande Utbildningsvetenskap
Forskningsämne
Pedagogik och Utbildningsvetenskap
Identifikatorer
urn:nbn:se:lnu:diva-56692 (URN)
Konferens
EECERA 2016, 26th EECERA Annual Conference, Dublin, 31st-3rd September, 2016
Tillgänglig från: 2016-09-23 Skapad: 2016-09-23 Senast uppdaterad: 2016-09-26Bibliografiskt granskad
Bjervås, L.-L. (2016). Spänningsfält i det värdepedagogiska arbetet i förskolan. In: Anette Emilson & Ingeborg Moqvist-Lindberg (Ed.), Värdefull förskola : Perspektiv på värdepedagogiskt arbete (pp. 61-87). Lund: Studentlitteratur AB
Öppna denna publikation i ny flik eller fönster >>Spänningsfält i det värdepedagogiska arbetet i förskolan
2016 (Svenska)Ingår i: Värdefull förskola : Perspektiv på värdepedagogiskt arbete / [ed] Anette Emilson & Ingeborg Moqvist-Lindberg, Lund: Studentlitteratur AB, 2016, s. 61-87Kapitel i bok, del av antologi (Övrigt vetenskapligt)
Ort, förlag, år, upplaga, sidor
Lund: Studentlitteratur AB, 2016
Nationell ämneskategori
Lärande Utbildningsvetenskap
Forskningsämne
Pedagogik och Utbildningsvetenskap
Identifikatorer
urn:nbn:se:lnu:diva-56693 (URN)9789144111018 (ISBN)
Tillgänglig från: 2016-09-23 Skapad: 2016-09-23 Senast uppdaterad: 2016-10-04Bibliografiskt granskad
Bjervås, L.-L. (2015). Bedömning av förskolebarn i en kunskapsekonomi (1ed.). In: Gunnar Åsén (Ed.), Utvärdering & pedagogisk bedömning i förskolan: (pp. 156-164). Stockholm: Liber
Öppna denna publikation i ny flik eller fönster >>Bedömning av förskolebarn i en kunskapsekonomi
2015 (Svenska)Ingår i: Utvärdering & pedagogisk bedömning i förskolan / [ed] Gunnar Åsén, Stockholm: Liber, 2015, 1, s. 156-164Kapitel i bok, del av antologi (Övrigt vetenskapligt)
Ort, förlag, år, upplaga, sidor
Stockholm: Liber, 2015 Upplaga: 1
Nationell ämneskategori
Utbildningsvetenskap
Forskningsämne
Pedagogik och Utbildningsvetenskap
Identifikatorer
urn:nbn:se:lnu:diva-51698 (URN)9789147111954 (ISBN)
Tillgänglig från: 2016-03-31 Skapad: 2016-03-31 Senast uppdaterad: 2016-04-05Bibliografiskt granskad
Bjervås, L.-L. (2015). Individual and Collective Values in Preschool – a Field of Tension. In: Abstract book. Innovation, Experimentation and Adventure in Early Childhood, 25th EECERA Annual Conference, Barcelona, Catalunya, Spain, September 7-10, 2015: . Paper presented at EECERA 2015, 25th EECERA Annual Conference, Barcelona, Catalunya, Spain, September 7-10, 2015 (pp. 72-72).
Öppna denna publikation i ny flik eller fönster >>Individual and Collective Values in Preschool – a Field of Tension
2015 (Engelska)Ingår i: Abstract book. Innovation, Experimentation and Adventure in Early Childhood, 25th EECERA Annual Conference, Barcelona, Catalunya, Spain, September 7-10, 2015, 2015, s. 72-72Konferensbidrag, Muntlig presentation med publicerat abstract (Refereegranskat)
Abstract [en]

How are teachers talking about collective and individual values in preschool? Which field of tension between individual and collective values emerge and how are these handled according to the teachers’ utterances? This study is based on research on moral values and democracy issues in preschool, which has been conducted by Johansson and Emilson (2009). Theories from Bakhtin and Fairclough have been applied, in order to understand how these teachers talk about individual and collective values in preschool. Group interviews with teachers in preschool have been conducted in order to produce empirical data. The method used to interpret the teachers’ discussions is discourse analysis. Each teacher has signed a written agreement to participate in the research project and the ethical principles of the Swedish Research Council have been considered. In a value pluralistic society communication of values in interpersonal encounters involve both challenges and dilemmas for teachers in preschool. In the work to support individual and collective values individual values tend to be emphasised according to the utterances. If discourses about value educational work in preschools is made visible it may mean that prevailing, sometimes unconscious, constructions of thought can be challenged in order to give teachers a deeper understanding, which may lead to change and development in the pedagogical practice.

Nyckelord
value educational work, individual values, collective values, preschool, discourse
Nationell ämneskategori
Utbildningsvetenskap
Forskningsämne
Pedagogik och Utbildningsvetenskap
Identifikatorer
urn:nbn:se:lnu:diva-51709 (URN)
Konferens
EECERA 2015, 25th EECERA Annual Conference, Barcelona, Catalunya, Spain, September 7-10, 2015
Tillgänglig från: 2016-03-31 Skapad: 2016-03-31 Senast uppdaterad: 2016-04-05Bibliografiskt granskad
Bjervås, L.-L. & Rosendahl, G. (2014). Pedagogical documentation – a Tool to Support Children’s Learning Processes. In: Abstract Book. Us, Them & Me: Universal, Targeted or Individuated Early Childhood Programmes. 24th EECERA (European Early Childhood Education Research Association) Annual Conference, Crete, Greece, September 7 - 10, 2014.: . Paper presented at 24th EECERA Annual Conference. Us,Them & Me: Universal, Targeted or Individuated Early Childhood Programmes', Crete, Greece, September 7-10, 2014.
Öppna denna publikation i ny flik eller fönster >>Pedagogical documentation – a Tool to Support Children’s Learning Processes
2014 (Engelska)Ingår i: Abstract Book. Us, Them & Me: Universal, Targeted or Individuated Early Childhood Programmes. 24th EECERA (European Early Childhood Education Research Association) Annual Conference, Crete, Greece, September 7 - 10, 2014., 2014Konferensbidrag, Muntlig presentation med publicerat abstract (Refereegranskat)
Abstract [en]

How do preschool teachers talk about pedagogical documentation as a tool to support children’s learning processes? How can this kind of documentation be used in practice in a way that benefits both teachers and children? This presentation is mainly based on the results from a thesis about pedagogical documentation in preschools (Bjervãs 2011). Theories from Bakhtin and Fairclough have been applied, in order to understand the teachers talk about pedagogical documentation and children’s learning processes. The method used to interpret the teachers’ discussions is discourse analysis. Moreover, pedagogical documentation focusing on children's learning processes has been analysed. The documentation is carried out in interaction with the children. The parents of the children involved have consented to the usage of documentation of their children. The utterances are viewed as a part of a context, not as stand-alone utterances. The teachers talk about the documentation as narratives that the children can benefit by. The documentation serves as a communication aid for the children and makes it possible for them to take part in each other’s discoveries. According to the teachers the documentation can contribute to cooperative learning processes and children’s participation. At the same time some teachers emphasise that the teachers are running the risk of disrupting the children’s processes by documenting. Pedagogical documentation has the potential to be a tool that both teachers and children can use to support the children’s learning processes. Whether or not pedagogical documentation is beneficial to the children depends on the choices that the teachers make.

Nyckelord
pedagogical documentation, support learning processes, participation, documenting, cooperative learning
Nationell ämneskategori
Utbildningsvetenskap
Forskningsämne
Pedagogik och Utbildningsvetenskap
Identifikatorer
urn:nbn:se:lnu:diva-51707 (URN)
Konferens
24th EECERA Annual Conference. Us,Them & Me: Universal, Targeted or Individuated Early Childhood Programmes', Crete, Greece, September 7-10, 2014
Tillgänglig från: 2016-03-31 Skapad: 2016-03-31 Senast uppdaterad: 2016-04-05Bibliografiskt granskad
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