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Erkännandets dynamik - förskoleklasslärarestolkningar av ny läroplanstext
Linköpings University.
Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik och lärande (PEL). (PEPP)ORCID-id: 0000-0002-9523-6379
Malmö University.
2018 (svensk)Inngår i: Educare - Vetenskapliga skrifter, ISSN 1653-1868, nr 1, s. 7-25Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

Swedish preschool class got its first specific curriculum in 2016. Because of this,

the preschool class can be said to face change where existing practice meets

new policy. This study aims to analyse how teachers in preschool classes do

policy during this time of change by studying how teachers in preschool class

relate the new curriculum to existing practice. New institutionalism, theory of

professionalism and policy enactment theory are used to understand this. The

data used are conversations with teachers at three different schools. The re

sults show that parallel processes of recontextualisation are initiated when

new curriculum is confronted with the teachers interpretations of their as

signment, i.e. a simultaneous process of adaptation and change of existing

pedagogical practice take place. Teachers interpret the new curriculum and

relate to it as a whole. They express a recognition in terms of a societal trust in

the teaching they conduct. Even though the teachers express that the new

curriculum gives them trust, professional exclusivity and legitimacy, they also

interpret it as a recognition of things they want to change in the educational

practice. It is through this recognition that the teachers interpret and do policy.

The article discusses a shift of the position of the preschool class in the educa

tional system.

sted, utgiver, år, opplag, sider
Malmö: Malmö university , 2018. nr 1, s. 7-25
Emneord [sv]
Förskoleklass; Läroplansförändring; Lärarperspektiv; Policy enactment-­teori
HSV kategori
Forskningsprogram
Pedagogik och Utbildningsvetenskap
Identifikatorer
URN: urn:nbn:se:lnu:diva-72329DOI: 10.24834/educare.2018.1.1OAI: oai:DiVA.org:lnu-72329DiVA, id: diva2:1195867
Prosjekter
Förskoleklassen i en brytningstid
Ingår i projekt
Förskoleklassen i en brytningstid - konsekvenser av positionsförskjutningar i ett reformerat utbildningslandskap, Swedish Research Council
Forskningsfinansiär
Swedish Research Council, 2017-03592Tilgjengelig fra: 2018-04-06 Laget: 2018-04-06 Sist oppdatert: 2019-07-08bibliografisk kontrollert

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Ackesjö, Helena

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Totalt: 315 treff
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