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  • 1.
    Aaby, Jacqueline
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Sport Science.
    Olsson, Andreas
    Linnaeus University, Faculty of Social Sciences, Department of Sport Science.
    Ett deltagande, för vem?: En kvalitativ intervjustudie om gymnasieelevers deltagande i Idrott och hälsa 12016Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study was to investigate, at first, why students in upper secondary school in Sweden participate or not in Physical education and health (PEH) and also find out what changes the subject need that can affect their participation. To get answers out of the in-vestigation, we formulated questions about what preconceptions the students of an specific group have about participation and non-participation in PEH and what changes the subject need, according to the students, to become a subject for all students. The study was based on a qualitative method, by using interviews of ten students from Swedish upper secondary school. The students were from two schools in a mediumsized region and from different programmes.

    The results of the study shows clearly that the content and the grades in PEH affects the student’s participation, which was crucial to whether they felt they wanted to participate actively in the lessons or not. The grades were considered as important and affected the participation even though some of the students were not interested in the content, but they still did the things that the teacher demanded. Despite this, the attitudes towards the subject were positive among the interviewed students. The factors the students think can change the participation to more actively is implement more activities as dance, individual training but also, delimit ballsports. It seems like the interviewed students are searching for meaningfulness in the lessons of the subject with a link between the curriculum and grading criteria.

  • 2.
    Abrahamsson, Alexander
    Linnaeus University, Faculty of Arts and Humanities, Department of Music and Art.
    Musikteorins applicering på ensembleämnet: - En studie i hur gymnasieelever anser att de använder sina musikteorikunskaper praktiskt.2015Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna uppsats var att undersöka i vilken utsträckning elever anser att de använde musikteoriämnet under ensemblelektioner på musiklinjen på gymnasiet, samt om och i så fall hur eleverna anser att teoretiska kunskaper påverkade deras ensemblespel. Det andra syftet var att ta reda på i vilken utsträckning elever anser att deras lärare i ensemble samtalade med dem om hur musikteorin kan användas på ensemblelektionerna. Genom enkätundersökning samlades data om detta in från elever på gymnasiet. Dessa data granskades sedan med hjälp av den sociokulturella teorin. Respondenterna svarade väldigt olika på hur vanligt det är att de själva använder musikteorin under ensemblelektionerna. Många svarade att de händer ganska ofta medan ungefär lika många svarade att det händer ganska sällan. Elevernas svar visar att när musikteorin används så sker det icke-verbalt. I en närmare granskning visade det sig att majoriteten av eleverna ansåg att de olika moment ur musikteorin enkäten frågade om används inget eller sällan under ensemblelektionen. En stor majoritet av eleverna sa själva att det dem lärde sig på musikteorilektionerna utvecklade dem som musiker och att många delar ur musikteorins kursplan var viktiga för deras spel i ensemblen. 

  • 3.
    Abrahamsson, Erica
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Obligatorisk läxhjälp på fritidhemmet: Vårdnadshavares och lärare i fritidshem uppfattningar om läxhjälp på fritidshemmet2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna studie är att undersöka vilken uppfattning vårdnadshavare och lärare i fritidshem har angående obligatorisk läxhjälp på fritidshemmet samt om fritidshemmets verksamhet får några konsekvenser om obligatorisk läxhjälp införs. Studiens metod bygger på en kvalitativ enkätundersökning med 38 vårdnadshavare samt kvalitativa personliga intervjuer med 5 olika lärare i fritidshem från 5 olika skolor. Resultatet visar att uppfattningarna som vårdnadshavare har angående obligatorisk läxhjälp på fritidshemmet var både positiv och negativ. En del anser att läxhjälp på fritidshemmet är bra eftersom många barn har långa dagar på skolan och fritidshemmet. Andra anser tvärtom att läxhjälp är skolans ansvar och inte ska förekomma på fritidshemmet. Det framkommer även att lärare i fritidshem är överens med vårdnadshavare. Argument som förs fram är rättvisa och andra menar att fritidshemmet är ett komplement till skolan inte deras förlängda arm. Fritidshemmets verksamhet påverkas enligt vårdnadshavare och lärare i fritidshem på olika sätt. Det framkommer att läxhjälp ett par gånger i veckan inte inverkar på verksamheten, dock behövs det mer personal i så fall. Medan andra menar att utevistelse och annat påverkas. 

  • 4.
    Abrahamsson, Hanna
    et al.
    University of Kalmar, School of Human Sciences.
    Lönngren, Sandra
    University of Kalmar, School of Human Sciences.
    Vad är hälsa i idrott och hälsa?: En studie om idrottslärares syn på hälsa och hälsoundervisning i grundskolans senare år2009Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet i föreliggande studie är att undersöka idrottslärares syn på hälsa och hälsoundervisning i skolämnet idrott och hälsa. Vi använde oss av en kvalitativ undersökningsmetod i form av en intervju med hög grad av strukturering och låg grad av standardisering för att få svar på problemformuleringen. Nio intervjuer har genomförts med idrottslärare i grundskolans senare år som alla har genomgått utbildning i ämnet. Lärarna arbetar på sex olika skolor inom samma kommun. Resultatet visar att samtliga lärare anser att begreppet hälsa är svårdefinierat. De olika sätten att se på hälsa gör att hälsoundervisningen ter sig mycket olika beroende på vem det är som undervisar, trots att betygskriterierna är desamma. Oliktänkandet kring hälsa gör att lärarna planerar och genomför hälsoundervisningen så att den stämmer överens med deras egen övertygelse. Bland annat undervisar de i ergonomi, konditionsträning, styrketräning, kost, yoga, massage och avslappning. En del av lärarna låter sina elever skriva ett hälsoarbete inom ramen för hälsoundervisningen. De flesta lärarna strävar dock efter att varva teori och praktik i sin undervisning. Av undersökningen framkommer även att lärarna bedömer att idrottsundervisningen berikar eleverna ur hälsosynpunkt på olika sätt, ofta kopplat till hur fysiskt aktiv eleven är på fritiden. Anmärkningsvärt är att endast en av lärarna reflekterar över de elever som både fysiskt och psykiskt far illa av idrottsundervisningen och att detta i det närmaste leder till motsatsen till hälsa.

  • 5.
    Abramsson, Mattias
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Elevers inflytande på fritidshemmet: Ett utvecklingsinriktat arbete om hur ökat elevinflytande och delaktighet bidrar till tydligare struktur i verksamheten2016Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Med stöd i aktionsforskning genomfördes utvecklingsarbetet på ett fritidshem som

    vände sig till F-klass och årskurs- 1 och 2. Utvecklingsarbetets fokus var att sätta

    elevinflytande och delaktighet i centrum, främst genom gruppsamtal och samlingar

    tillsammans med elever. Förändringsarbetet dokumenterades via loggbok, fotografier

    och film. Intervjuer och gruppsamtal var också instrument som användes för att

    synliggöra resultatet av aktionen. I utvecklingsarbetets nulägesanalys framhävs

    avsaknaden av pedagogledda aktiviteter och elevers inflytande och delaktighet. Den

    tidigare verksamheten utgick i stora delar från fri lek och resulterade ofta i en oro i

    elevgruppen. Med hjälp av framförallt dagliga samlingar och teman, strävades det efter

    en tydligare struktur i verksamheten. Resultatet visar att samtliga elever var nöjda med

    något av de teman som erbjöds och framhåller att de idag vet vad de ska göra när de

    kommer till fritidshemmet. Utifrån elevernas agerande går att utläsa att den nya

    strukturen i fritidshemmets inomhusmiljö har blivit lugnare. Flera av eleverna upplever

    inflytande och delaktighet i verksamhetens utformning, till skillnad från före detta

    utvecklingsarbete påbörjades.

  • 6.
    Abramsson, Mette
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Håkansson, Disa
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Tecken som alternativ och kompletterande kommunikation i förskolan: Några förskollärares erfarenheter och åsikter om TAKK2015Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med studien är att ta reda på några förskollärares erfarenheter och åsikter gällande TAKK (tecken som alternativ och kompletterande kommunikation). Frågeställningen i studien utgår från vilka erfarenheter och åsikter förskollärare och resurspersonal uttrycker angående: TAKK´s påverkan på kommunikation barn/vuxen och hur de uppfattar kommunikationen mellan barn/barn? Personalens förhållningssätt till metoden TAKK? Användningen av TAKK i vardagen? Upplevelse av fördelar och nackdelar angående användandet av TAKK? Studien är baserad på intervjuer. Resultatet visar att TAKK upplevs som positivt för språkutvecklingen av de intervjuade förskollärarna. Fördelar som bland annat uppkommit i intervjuerna är att det alltid finns tillgängligt konkret för förskolläraren och barnet. En nackdel som framkom utifrån förskollärarnas erfarenheter är tidsbristen till att lära sig. Utifrån förskollärarnas erfarenheter upplevs TAKK som en bra metod som fungerar för alla barn oavsett om de kan tala eller inte. Det har framkommit i resultatet att metoden TAKK stimulerar barnets språk och samspel genom att barnet kan göra sig förstådd genom tecken, tal och kroppspråk. Utifrån styrdokumenten för förskolan ska förskolläraren arbeta efter att främja barnets språk- och kommunikationsutveckling, vilket de intervjuade anser är betydelsefullt eftersom en vuxen behövs för att barnet ska lära sig TAKK. Det kan ta tid för barnet att uppfatta, använda och förstå tecknets innebörd. Därför bör barnet finna mening med teckenanvändning när tecken återkommer i vardagliga situationer. Enligt förskollärarnas erfarenheter och åsikter och litteraturens argument argumenteras TAKK som en bra metod för barnets språkutveckling.

  • 7.
    Achilleos, Achilleas
    et al.
    Frederick University, Cyprus.
    Mettouris, Christos
    University of Cyprus, Cyprus.
    Yeratziotis, Alexandros
    University of Cyprus, Cyprus.
    Papadopoulos, George
    University of Cyprus, Cyprus.
    Pllana, Sabri
    Linnaeus University, Faculty of Technology, Department of computer science and media technology (CM).
    Huber, Florian
    SYNYO GmbH, Austria.
    Jäger, Bernhard
    SYNYO GmbH, Austria.
    Leitner, Peter
    SYNYO GmbH, Austria.
    Ocsovszky, Zsófia
    BioTalentum Ltd, Hungary.
    Dinnyés, András
    BioTalentum Ltd, Hungary.
    SciChallenge: A Social Media Aware Platform for Contest-Based STEM Education and Motivation of Young Students2018In: IEEE Transactions on Learning Technologies, ISSN 1939-1382, E-ISSN 1939-1382Article in journal (Refereed)
    Abstract [en]

    Scientific and technological innovations have become increasingly important as we face the benefits and challenges of both globalization and a knowledge-based economy. Still, enrolment rates in STEM degrees are low in many European countries and consequently there is a lack of adequately educated workforce in industries. We believe that this can be mainly attributed to pedagogical issues, such as the lack of engaging hands-on activities utilized for science and math education in middle and high schools. In this paper, we report our work in the SciChallenge European project, which aims at increasing the interest of pre-university students in STEM disciplines, through its distinguishing feature, the systematic use of social media for providing and evaluation of the student-generated content. A social media-aware contest and platform were thus developed and tested in a pan-European contest that attracted >700 participants. The statistical analysis and results revealed that the platform and contest positively influenced participants STEM learning and motivation, while only the gender factor for the younger study group appeared to affect the outcomes (confidence level – p<.05).

  • 8.
    Achtenhagen, Leona
    et al.
    Jönköping University, Sweden.
    Johannisson, Bengt
    Linnaeus University, School of Business and Economics, Department of Organisation and Entrepreneurship.
    Context and ideology of entrepreneurship education in practice2014In: Becoming an entrepreneur / [ed] Susanne Weber, Fritz K. Oser, Frank Achtenhagen, Michael Fretschner and Sandra Trost, Rotterdam: Sense Publishers, 2014, 1, p. 91-107Chapter in book (Other academic)
    Abstract [en]

    In the contemporary knowledge economy, with academia as a major producer and distributor of formal knowledge, process and product innovation – e.g. in form of designing and enacting new curricula – is extremely important. In this spirit, we here report how an internationally recognized master program in entrepreneurship has been developed and put into practice.

  • 9.
    Achtenhagen, Leona
    et al.
    Jönköping University.
    Johannisson, Bengt
    Linnaeus University, School of Business and Economics, Department of Organisation and Entrepreneurship. Jönköping University.
    Games in Entrepreneurship to support the Crafting of an Entrepreneurial Mindset2013In: New Pedagogical Approaches in Game Enhanced Learning: Curriculum Integration / [ed] Sara de Freitas, Michaela Ott, Maria Magdalena Popescu, Ioana Stanescu, Information Science Reference, 2013, 1, p. 20-37Chapter in book (Other academic)
    Abstract [en]

    An increasing number of education institutions, including many universities and colleges, are offering entrepreneurship education. This development is driven by the hope that more entrepreneurs could be “created” through such efforts, and that these entrepreneurs through their newly founded ventures will contribute to economic growth and job creation. At higher education institutions, the majority of entrepreneurship courses rely on writing business plans as a main pedagogical tool for enhancing the students’ entrepreneurial capabilities. In this chapter, the authors argue instead for the need for a pedagogy that focuses on supporting students in crafting an entrepreneurial mindset as the basis for venturing activities. They discuss the potential role of games in such entrepreneurship education and present the example of an entrepreneurship game from the Swedish context, which was developed by a group of young female entrepreneurs. The authors describe the game and discuss their experiences of playing it with a group of novice entrepreneurship and management students at the master’s level, and they review the effectiveness of the game in terms of how it supports students in crafting an entrepreneurial mindset. The authors conclude the chapter by outlining how entrepreneurship games could be integrated into a university curriculum and suggest some directions for future research.

  • 10.
    Ackerot, Magnus
    et al.
    Växjö University, Faculty of Mathematics/Science/Technology, School of Technology and Design.
    Rask, Joakim
    Växjö University, Faculty of Mathematics/Science/Technology, School of Technology and Design.
    Varför bli yrkeslärare?: Vilka uppfattningar har yrkeslärare om den motivation, som behövs för att studera till yrkeslärare?2009Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Denna undersökning är att med bakgrund av att yrkeslärare inom gymnasieskolan beskrivs som en bristvara, och med tanke på det framtida behovet då bristen på yrkeslärare kommer att öka. Det vi vill belysa är vad som är motivationen och drivkraften för den enskilde individen i att bli yrkeslärare och även vilka drivkrafter som kan få obehöriga lärare att vilja bli behörig. Studien genomfördes med en kvalitativ ansats. Ett klusterurval gjordes var efter intervjuer genomfördes. Empiriska undersökningen gick ut på att med en halvstrukturerad intervjuguide intervjua ett antal olika personer. I dataanalysen användes Burnards (1991) 5 steg i den så kallade innehållsanalysen, vilket skapade olika teman. Resultatet efter vår undersökning, att den motivation och de drivkrafter som behövs för bli yrkeslärare eller att börja studera för att bli behörig yrkeslärare, är att man skall försöka lyfta fram de positiva sidorna med yrket och det givande mötet med ungdomarna i samhällsdebatten och media. Det är ett fantastiskt trevligt jobb. Att lönen och statusen kan bli bättre samt att det bör vara lättare för den som har goda yrkeskunskaper att komma in på en yrkeslärarutbildning. Oavsett längd på utbildningen så behövs det ett batteri av hjälp och stöd för att man skall klara av utbildningen samtidigt som man kanske både har familj och arbete.

     

  • 11.
    Ackesjö, Helena
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    A seamless transition or an oasis to rest in?: The children's pictures of the Swedish preschool class.2010In: Transition from pre-school to school: Emphasizing early literacys - Comments and reflections by researchers from eight European countries., Lifelong Learning Programme , 2010, p. 38-50Chapter in book (Other academic)
    Abstract [en]

    A seamless transition or an oasis to rest in?

    The children’s pictures of the Swedish preschool class

     

    In Sweden, children’s transition from preschool to compulsory school is made through the preschool class. This study aims to highlight this Swedish transition zone through the eyes of the children. What is focused in the preschool class from the children’s point of view?

    The children have been painting pictures of their days in the preschool class. The focus of analysis is what the children chose to highlight as central in the pedagogic practice. The pictures are therefore seen as communicative narratives, since the children represent and communicate their experiences of the world through the pictures. Ten preschool classes participated in the study, and a total of 172 pictures were analyzed.

    Over half of the pictures showed playing children and included (free) play both indoors and outdoors, pictures that describes the preschool class as an “oasis to rest in” between preschool and school. Yet another extensive category was outlined that showed different types of learning and education foremost in activities as circle time.

    The result shows that the pictures reflects the preschool class as a playful child-centred educational practice at the crossroads between preschool and compulsory school. The conclusion is that the preschool class may be just a seamless transition from preschool to compulsory school, with both “formal” schooling and playful learning.

  • 12.
    Ackesjö, Helena
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    A seamless transition or an oasis to rest in?: The children’s pictures of the Swedish preschool class.2010Conference paper (Refereed)
    Abstract [en]

    Abstract OMEP aug 2010

     

    A seamless transition or an oasis to rest in?

    The children’s pictures of the Swedish preschool class

     

    Helena Ackesjö

    ___________________________________________________________________________

     

    In Sweden, children’s transition from preschool to compulsory school is made through the preschool class. This study aims to highlight this Swedish transition zone through the eyes of the children. What is focused in the preschool class from the children’s point of view?

    The children have been painting pictures of their days in the preschool class. The focus of analysis is what the children chose to highlight as central in the pedagogic practice. The pictures are therefore seen as communicative narratives. Through the pictures the children represent and communicate their experiences of the world. Ten preschool classes participated in the study, and a total of 172 pictures were analyzed.

     

    Over half of the pictures showed playing children and included (free) play both indoors and outdoors, pictures that describes the preschool class as an “oasis to rest in” between preschool and school. Yet another extensive category was outlined, that showed different types of learning and education foremost in activities as circle time.

     

    The result shows that the pictures reflects the preschool class as a playful child-centred educational practice at the crossroads between preschool and compulsory school. The conclusion is that the preschool class may be just a seamless transition from preschool to compulsory school, with both “formal” schooling and playful learning.

  • 13.
    Ackesjö, Helena
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Barns övergångar till och från förskoleklass: Gränser, identiteter och (dis-)kontinuiteter2014Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    The overall aim of this study is to gain knowledge of how the transitions to and from preschool class are described and understood by children. Previous research has indicated that transitions between different school forms can be seen as both problematic and threatening. Transitions should be facilitated and "smooth", something that indicates that continuity is important. Of interest for this study is to gain knowledge of children's perspective of continuities: which continuities and discontinuities children express intransitions.

    Transitions are theoretically considered as social processes that are constructed, shared and reconstructed together with others. In these processes, children mark and construct borders through speech and action. Their border markings (for example, expression of differences and/or similarities between different communities and between different school forms) also become part of a child's identity constructions.

    The thesis is based upon the research described in three articles. The empirical data underlying these studies was constructed in a longitudinal ethnographic inspired field work where children have been observed in two transitions between three different school forms: preschool, preschool class and compulsory school.

    Results suggest that from children’s perspectives the transitions between different school forms contain challenges, opportunities, limitations, changes and preservation. However, the transitions also involve expressions concerning security, risk-taking and include visual markings between the different school forms.

    One of the conclusions that can be drawn from this work is that it isn’t enough to turn to policy level, such as curricula or even teachers’ aims or aspirations to facilitate these transitions. The child’s perspectives need to be taken into account. Through children's narratives, we have gained knowledge about the opportunities transitions can offer, but also how transitions can be considered as threats or be difficult to interpret for children. This study has also increased our understanding of the importance of continuity as well as discontinuity to mark borders between different school forms.

  • 14.
    Ackesjö, Helena
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Becoming, Un-being and becoming an Ex: Preschool children’s border work and constructing of (new) identities in the transition to school2011Conference paper (Refereed)
  • 15.
    Ackesjö, Helena
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Children crossing borders in transition: School visits as initial incorporation rites in transition to preschool class2012In: European Early Childhood Conference, Porto aug 29-sept 01, 2012, 2012Conference paper (Refereed)
  • 16.
    Ackesjö, Helena
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Children Crossing Borders: School Visits as Initial Incorporation Rites in Transition to Preschool Class2013In: International Journal of Early Childhood, ISSN 0020-7187, E-ISSN 1878-4658, Vol. 45, p. 387-410Article in journal (Refereed)
    Abstract [en]

    Most research about transition in educational settings describes how children enter into new contexts, especially transition from preschool to school. However, the overall research focus in this article is to gain knowledge about how the transition process can be characterized at the end of the preschool period prior to the actual transition. The data reported in this article was generated through visits to preschool class which have the intention to prepare children prior to the transition. The results support the conclusion that the transition process can be characterized as circular rather than linear, or maybe a spiral process that loops back and forth. The children in this study engage in a number of border encounters and border crossings between preschool and preschool class during the spring semester prior to the actual entering. After each border crossing they return to preschool and seem to reconstruct their experiences and expectations of preschool class. This looping movement highlights the identity deconstructions as a social learning process over time. It is shown that children enter the transitions process long before they actually (physically) enter or visit school. The results also propose that the transition is a period when the constructing of identities as ex preschool children may be important. In this process, the teachers in preschool have an important role in order to facilitate the children’s disengagement from preschool. The study also implies the need for teacher collaboration in order to make the transition transparent and explicit for the children.

  • 17.
    Ackesjö, Helena
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Children’s Play and Teacher’s Playful Teaching: A Discussion about Play in the Preschool Class2017In: British Journal of Education, Society & Behavioural Science, ISSN 2278-0998, Vol. 19, no 4, p. 1-13, article id BJESBS.31653Article in journal (Refereed)
    Abstract [en]

    In this article, the play used in preschool class education is discussed. On the one hand, research has shown that there seems to be a positional shift towards a more academic and schoolpreparatory positioning of the preschool class education. On the other hand, this is still a voluntary school form that shall be based on preschool traditions and play. In addition, research has shown that there actually is a weak emphasis on care provision and play in this educational practice. There is also a lack of knowledge about how play is used and conditioned. The purpose for this study is therefore to analyze the play used in preschool class education. Data for the study is extracted from an 11 months ethnographic case study and the original empirical material consists of 1013 minutes of recorded film in addition to 224 A4-pages of field notes constructed during one year in one preschool class. Examples of common, ordinary and recurring play situations during the school year were selected from this material. Inspired by qualitative content analysis the selected play situations were joined together in three different categories: 1) The optional play, 1) The cultural play, and 3) The educational play. In line with previous research, the results show that play in preschool classes never is “free”. Rather, it is conditioned and framed by the teachers (present or not present); children are committed to play in a certain way and a certain time. In addition, there is a future perspective in the use of play. Playing activities seems often to be closely linked to educational goals.

  • 18.
    Ackesjö, Helena
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Children’s transition from preschool to school: Expectations, experiences and (re)constructions of identities when crossing borders.2013In: Disruptions and eruptions as opportunities for transforming education: Abstract book, NFPF & NERA , 2013Conference paper (Other academic)
    Abstract [en]

    Research topic

    Most research about transition describes children’s entering into new contexts, especially transition from preschool to school. However, the overall research focus in this study is to describe how the transition process can be characterized at the end of the preschool period.

     

    Theoretical and Methodology framework

    The study aims to approach the children’s perspectives of transition, and the data is constructed through both observations and conversations with children. The theoretical framework providing the basis for this study includes theories of transition, borderland theories and theories of identity constructions. The study adopts the theoretical position that children pass through certain institutional borders in transition from preschool to the preschool class. Transition is a phase in which individuals start to re-define their perception of who they are as they enter new social contexts. One assumption is that children themselves can influence, challenge and stretch those borders, or even create their own borders.

     

    Main findings

    The results support the conclusion that transition is a circular process rather than linear, or maybe as a spiral that loops back and forth. It is shown that children enter the transitions process long before they actually enter or visit school, but it is also shown that the transition process isn’t all clear for all children. The study also proposes that transition is a period when the constructing of identities as Ex preschool children is important.

     

    Relevance for Nordic Educational Research

    The transition from preschool to school is managed in different ways and at different times in children’s life across the world. This study puts the spotlight on the Swedish preschool class that is placed at the crossroads, in the borderland, between preschool and primary school.

  • 19.
    Ackesjö, Helena
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Children's transitions to and from preschool class: Borders, identities and (dis-)continuities2015In: Abstract book. NERA 2015, Marketisation and differentiation in education.: 43rd Annual Congress of the Nordic Educational Research Association (NERA), Gothenburg, March 4-6, 2015, 2015Conference paper (Refereed)
    Abstract [en]

    Research topic: Research suggests a tension around transitions in the early years: while borders between school forms have become more clearly marked, there are also ambitions that transitions between them should be “soft” – that is, not posing potential threats for children. The overall purpose of the research is to gain knowledge of how transitions to and from preschool class can be understood from children’s perspectives in terms of border crossings, identities and continuities. Theoretical and Methodology framework: The study aims to approach the children’s perspectives of transition, and the data is constructed through both observations and conversations with children. The theoretical framework providing the basis for this study includes theories of transition, borderland theories and theories of identity constructions. The study adopts the theoretical position that children pass through certain institutional borders in transition from preschool to the preschool class. Transition is a phase in which individuals start to re-define their perception of who they are as they enter new social contexts. One assumption is that children themselves can influence, challenge and stretch those borders, or even create their own borders. Main findings: The results show that transitions between school forms can be considered as threats for children in terms of social discontinuity. The results also show that a smooth transition appears to be a spiral process in which children have the opportunity to commute back and forth across borders between different school forms, and engage in different communities in different arenas. In addition, the results show that children desire educational continuity. However, this appears to be difficult to construct in preschool class as the educational landscape is changing and preschool and school is moving closer to each other in terms of content and focus. Relevance for Nordic Educational Research: Children’s transitions from preschool to school are managed differently across the world. This study puts the spotlight on the Swedish preschool class that is placed in the borderland between preschool and primary school.

  • 20.
    Ackesjö, Helena
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Children’s transitions to school in a changing educational landscape: Borders, identities and (dis-)continuities2014In: International journal of transitions in childhood, ISSN 1833-2390, Vol. 7, p. 3-15Article in journal (Refereed)
    Abstract [en]

    This article reports findings from research on children’s perspectives of the transitions from preschool to compulsory school via the preschool class. In this article transitions as possible threats, continuity and ‘smooth transition’ and are discussed. As in many countries around the world, there are indications that preschool and school in Sweden are moving closer together in terms of assignments and content - movements that are likely to affect even the youngest children. The results highlight the complexity of transitions and its implications for educational practice, but also shed light on the organizational conditions which children have to cope with in transitions.

  • 21.
    Ackesjö, Helena
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Den komplexa väven: Att organisera för barns övergångar till och från förskoleklass2015In: Nordisk Barnehageforskning, ISSN 1890-9167, E-ISSN 1890-9167, Vol. 11, no 4, p. 1-16Article in journal (Refereed)
    Abstract [en]

    This study focuses on how children's transitions to and from preschool classes are organized in different schools. Principal’s arguments for this organization were sought via a web-based survey and analyzed using the frame factor theory in addition to theories of practical sense and the concept of continuity. The results show that children tend to make more transitions between social communities the younger they are. The distribution of the principal’s answers show that the majority of them, because of external conditions, split the preschool groups to new classes in the transition to preschool class. However, the same movements are not indicated in the transition to first grade. The results show how the work of organizing chidren’s transitions represent a complex web of external actual conditions as the number of children and the recruitment area of the school, the internal logics and ideas about what is best for children and best for continued learning as well as the school's own traditions of working with transitions.

  • 22.
    Ackesjö, Helena
    University of Kalmar, School of Human Sciences.
    Det är ju ingenting vi bett om...: En studie av en integrationsprocess mellan förskoleklass och skola, med fokus på personal i förändring2006Report (Other academic)
    Abstract [en]

    The major purpose of this master thesis is to follow a collaboration project of pre-school and compulsory school at one school during one school year. The survey is focused on the teachers and school administrators perception of the activities during the process of change before, during and after the physical integration. The main focus is to study how different groups and cultures of the teachers and the teachers historical and traditional background affect the perception. The survey is based on action research. The method allows triangulation, and during the data collection conversation, observations, diarys and questionnaires has been used. The results shows that the process was affected by the fact that compulsory school teachers eventually subordinated to the reform of collaboration. The pre-school teachers however regressivly balkanized themselves and created a room for acting. The process was thereby affected by a silent power struggle amongst the teachers, in terms of internal traditional and historical ranking and of educational methods. By subordination the compulsory school teachers took the power over the collaboration. No spontanious collaboration was established during the first school year.

  • 23.
    Ackesjö, Helena
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Fritidshemmet som en kontinuitetsskapande arena2017In: Barns övergångar: Förskola, förskoleklass, fritidshem, grundsärskola och grundskola / [ed] Anne Lillvist och Jenny Wilder, Lund: Studentlitteratur AB, 2017, 1, p. 99-116Chapter in book (Other academic)
  • 24.
    Ackesjö, Helena
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    "From a big and competent preschool child to a small school child in need of care": Parent's perspectives on their children's transition to preschool class.2015In: Abstract book. Innovation, Experimentation and Adventure in Early Childhood, 25th EECERA Annual Conference, Barcelona September 7-10, 2015, 2015Conference paper (Refereed)
    Abstract [en]

    The objective is to examine parent’s expectations and concerns about upcoming transitions, as well as how parents describe their children in transition. Research has shown that the time before and after school start can be seen as an important period of life. Transitions can also pose a particular strain. Although children often are well prepared, they can “get lost in transition” when exit and entry processes in different school forms are floating into each other. Therefore, support from parents and teachers could be considered as crucial. The analysis is built on theories of transition and socio-cultural perspectives where surroundings, relationships, critical events and contexts become important. The data consists of 173 questionnaires answered by parents to children who are about to make the transition to school. The questionnaires were answered a few months prior to the actual transition, when the head masters invited the parents to visit school and to get informed about the preschool class. The parents could choose whether they wanted to participate in the study or not. The results show that even though the parents seem excited about their children’s next step on the educational ladder they also describe certain concerns. The most reoccurring theme in the narratives is the descriptions of the big and competent preschool child who becomes a small school child in need of care after the transition to preschool class.  Hearing parent’s concerns and understandings about their children in transition informs us how we can prepare both children and parents for transitions.

  • 25.
    Ackesjö, Helena
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Från förväntningar till motstånd och anpassning: Fyra barns övergångar till och från förskoleklass2013In: Nordisk Barnehageforskning, ISSN 1890-9167, E-ISSN 1890-9167, Vol. 6, no 15, p. 1-23Article in journal (Refereed)
    Abstract [en]

    This article focuses the Swedish preschool class and the transitions from preschool to compulsory school, out from children’s perspectives. The study indicates that children, in these transitions, are constructing identities such as future pupils, Ex preschoolers, playful preschool class children and adjusted and responsible pupils. It’s indicated that children’s ways of defining themselves, and their markings of borders between the institutions, are changing over time and are depending on the current context. The study also highlights how Swedish children conduct two school entries where they have to reconstruct both their identities and their understanding of institutional borders.

  • 26.
    Ackesjö, Helena
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Förskoleklassen: En ö eller en bro mellan förskola och skola?2011 (ed. 1)Book (Other academic)
  • 27.
    Ackesjö, Helena
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Förskoleklassen som skolform, en kunskapsöversikt.2010In: I rättan tid? Om ålder och skolstart: SOU 2010:67, Stockholm: Fritzes, 2010, p. 293-314Chapter in book (Other academic)
  • 28.
    Ackesjö, Helena
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Förskoleklassen som övergångszon: Väntrum eller genomfart?2011In: Psykisk Hälsa, ISSN 0033-3212, no 3, p. 38-43Article, review/survey (Other (popular science, discussion, etc.))
  • 29.
    Ackesjö, Helena
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Förskoleklasslärare som gästarbetare: Gränsmarkeringar via sociala stängningar2010In: Nordisk Barnehageforskning, ISSN 1890-9167, E-ISSN 1890-9167, Vol. 3, no 1, p. 1-16Article in journal (Refereed)
    Abstract [en]

    The preschool class is an educational programme that has been created through an educational reform in Sweden in the late 1990s. The purpose was to construct a bridge between preschool and primary school, where the two institutions together would create a “new pedagogy”. My study of teacher identities in preschool class shows that the teachers are using strategies to mark their differences to other teachers. One strategy is to enhance in-groups and out-groups. These strategies also construct the preschool class as a security zone where the teachers distance themselves from other teachers, in contrast to the educational reform.

  • 30.
    Ackesjö, Helena
    University of Kalmar, School of Human Sciences. University of Gothenburg.
    Gränsers påverkan på lärares identitetskonstruktioner i förskoleklass2009In: Centrum för professionsstudier, 2009Conference paper (Refereed)
    Abstract [sv]

    Syfte:I studien av läraridentiteter i förskoleklass har förskoleklassen teoretiskt placerats i gränslandet mellan förskola och skola. Detta görs för att förskoleklassen är en frivillig skolform som i verksamheten ska utgå ifrån förskolans pedagogiska traditioner, men ingår i skolans läroplan. Syftet har varit att studera vilka läraridentiteter som konstrueras i detta gränsland och hur dessa konstrueras.

    Metod:Data för studien har konstruerats med inspiration av dialogseminarier. Genom att skriva egna texter, läsa och berätta för andra lärare i grupper, engagerades lärarna i vad som skulle kunna kallas för narrativt teoretiserande, vilket kan leda till att man kan upptäcka och skapa sina professionella identiteter.

    Resultat:Resultaten visar att lärarna i identitetskonstruktionen positionerar sig emot de två omgivande kulturerna, förskolans och skolans. Identitetskonstruktionen utgörs i flera fall av vi-dom-markeringar. Vikten av och möjligheten till delaktighet och acceptans i skolgemenskapen blir centralt. I resultatet skapas två centrala samtalsteman; inom samverkanstemat konstruerar lärarna gränsöverskridande identiteter genom sitt kryssande mellan de olika kulturerna, och inom särartsteman konstruerar lärarna transformativa identiteter i det kulturella mellanrummet mellan de omgivande kulturerna.

    Konklusioner:Konstruktionen av särartstemat, där lärarna placerar sig i mellanrummet mellan kulturerna och framhåller sin unikhet, kan indikera att gränserna mellan förskola och skola har förstärkts istället för att öppnas. Förskoleklassen kan därför ses som en säkerhetszon, i vilken lärarna kan distansera sig från övriga lärare i skola och förskola och konstruera sina identiteter genom att markera sin särart i utbildningssystemet. Allt detta tvärtemot förskoleklassreformens intentioner.

  • 31.
    Ackesjö, Helena
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Läraridentiteter i förskoleklass.: Berättelser från ett gränsland.2010Licentiate thesis, monograph (Other academic)
  • 32.
    Ackesjö, Helena
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Medspelare och ordningsvakter.: Barns bilder av fritidspedagogens yrkesroller på fritidshemmet och i skolan.2011In: Fritidspedagogik.: Fritidshemmets teorier och praktiker. / [ed] Anna Klerfelt och Björn Haglund., Stockholm: Liber, 2011, 1, p. 182-203Chapter in book (Other academic)
  • 33.
    Ackesjö, Helena
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Mind the Gap!: Children’s transition from preschool to school: the Swedish example.2013Conference paper (Other academic)
    Abstract [en]

    This paper explores children’s transition from preschool to school in the Swedish context. Continuity in transition between school forms has often been stressed by for example national and international policy makers. But what is continuity? This concept is seldom defined. The paper is based on results from my forthcoming thesis, which explores children’s perspectives on the Swedish preschool class and children’s transition from preschool to school. When re-analyzing the empirical data in search for indications of continuity, I found that children in transition to school enhances that this process includes gaps and discontinuities – discontinuities that children put forward as positive.

  • 34.
    Ackesjö, Helena
    University of Kalmar, School of Human Sciences. University of Gothenburg.
    Narrative teacher identities in preschool class: Stories from a borderland2008In: ECER 2008, From Teaching to Learning?, 2008Conference paper (Refereed)
    Abstract [en]

    Aims & methodA new arena, the preschool class, is arising between preschool and compulsory school. One can assume that new teacher identities are formed in this new borderland. This study, which is in its introduction phase, aims to search for answers about how the teachers chose to describe themselves as teachers in preschool class, how they are talking about themselves, who they are today and who they want to be tomorrow. In other words, which teacher identities these variations contain.

    In the study the teacher identities will be investigated by their narratives in interaction with and between teachers in focus groups. Bruners (1986) starting point is that narratives creates and recreates relations and identities, and that narrative telling can be seen as an act of reality making.  The narratives render possible definitions of identities in the social life.

    The identities the teachers in preschool class assume is not static, instead they can change constantly on the basis of experiences and reflections. The identities constitute a part of the teachers aims to create meaning in their actions in the pedagogical practice, both historical, current and according to their goals for the future (Beijaard m.fl., 2004; Geijsel & Meijers, 2005). In the study the teacher identities are connected to their actions in the pedagogical practice (ex. Irisdotter, 2006; Beijaard, Meijer, & Verloop, 2004 & Säljö, 2000).

    The theoretical perspectives in the studyThe study is built on sociocultural theories, social constructionism and border theories. In sociocultural theories meaning making can be seen as mediated through language, where our meaning making processes can be seen as reactions on cultural, historical and social circumstances and where we create ourselves in a narrative praxis (ex. Bruner, 1990 & Rogoff, 2003).

    The preschool class can be considered as a borderland between preschool and compulsory school, hence border theories can be productive in a study of teachers in preschool class. We all live in a world, where (invisible) borders control our lives. Frontiers, borders and borderlands used in geographical literature have a big relevance on our lives and social interactions. The borders creates transition zones to which people from both sides of the border are given permission and where hybrid groups with hybrid identities permits to grow (Newman, 2003). The individual narratives and identities are changing when an activity is transferred to a new territory. Thereby, when individuals are moving from one category or area to another they can experience a form of transition hybridity, where they has assimilated “the new” at the same time as they sustain a great part of  “the old” (Newman, 2006b).

    The contribution from the social constructionism to this study is the starting point that teacher identities can’t be found passively inside the teacher, instead the teacher identity is created in a social act and in a specific practice.  Hence, the focus in this study is on what happens in the relations between people, and what is communicated and expressed in this communication (Shotter, 2005).

    MethodsFocus groups are used as the research method. Approximately 15 teachers working in preschool class are participating, and they are divided into three focus groups. Each group is gathered three times, and each time a main theme for discussion is presented from me as the researcher and moderator of the groups. Data is produced via interaction between the teachers and their narratives are recorded by audio technique. The narratives are then analyzed with focus on the content in the discussions and with the aim to make the variation of the teacher’s identities in preschool class visible. 

    Expected outcomesThis study can make a contribution to the research on professional identities in general and teachers’ professional identities in particular. It has the potential to generate new hypothesis about the construction of “teachers”. Firstly by focusing on a “new” teacher profession, and secondly by connecting border theories to research on professional identities.

  • 35.
    Ackesjö, Helena
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Parents' Emotional and Academic Attitudes Towards Children's Transition to Preschool Class: Dimensions of School Readiness and Continuity2017In: Families and Transition to School / [ed] Sue Dockett, Wilfried Griebel, Bob Perry, Springer Publishing Company, 2017, 1, p. 147-162Chapter in book (Refereed)
  • 36.
    Ackesjö, Helena
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Preschool children’s border work and constructing of (new) identities in the transition to school.2011Conference paper (Refereed)
  • 37.
    Ackesjö, Helena
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Solidarity - with whom?: Perspectives on solidarity in the borderland between preschool and school.2012In: Spaces for Solidarity and Individualism in Educational Contexts. / [ed] Eva Johansson och Donna Berthelsen, Göteborg: Acta Universitatis Gothoburgensis, 2012, p. 83-98Chapter in book (Refereed)
  • 38.
    Ackesjö, Helena
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Supporting Children’s Transition from Preschool to the Leisure Time Center2016In: Journal of Education and Human Development, ISSN 2334-296X, E-ISSN 2334-2978, Vol. 5, no 3, p. 27-37Article in journal (Refereed)
    Abstract [en]

    The leisure time center is an important arena for families and children in school. However, there is a lack of knowledge about the leisure time center’s role in children’s transition from preschool to school. Research has shown that transitions are a critical event which often involves discontinuities. Therefore, this article investigates how children’s transition from preschool to the leisure time center in school is organized and conducted, and how the leisure time center can construct and provide a sense of continuity for children in this transition. The leisure time center can be understood as an arena at the intersection between other educational settings. By cooperation and sharing information with teachers in other school forms, the teachers in the leisure time center can provide important support for children in transition. By arranging priming events, teachers can help children to create security and meaning in the transition as well as before the actual entering into the setting.

  • 39.
    Ackesjö, Helena
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Teacher identity issues in the Swedish preschool class2010Conference paper (Other academic)
    Abstract [en]

    Abstract NERA/NFPF

    Malmö 11-13 mars 2010

    ___________________________________________________________________________

     

     

    “Teacher identity issues in the Swedish preschool class”

    Helena Ackesjö

     

     

    Aims of the research

    The purpose with the preschool class in Sweden is to construct a bridge between preschool and primary school, where the two institutions together would create a blended pedagogy that would facilitate the six-year old children’s transition from preschool to compulsory school. Even though the preschool class is included in the curriculum for the primary school, the activities in preschool class should not be school activities but also not mere preschool activities. Little is known about these preschool class teachers. The research topic is; How do the teachers construct their professional identities at this crossroad?

     

    Theoretical framework

    The study is built on theories of identity construction, but also on theories that enhances the dilemma of the preschool class being placed at the borderland between preschool and school.

     

    Research design

    Fourteen preschool class teachers participated in dialogue seminars, conducted in three small groups. By dialogues, writing texts and presenting metaphoric pictures, the teachers reflected their experiences from their work. Analysis of the teacher’s identity constructions and their identities was made from this empirical material.

     

    Findings/conclusions

    The results highlight occasions where the preschool class teachers feel subordinated, excluded and marginalized from the community in school. The teachers feel that they do not have the same opportunity to be part of the school culture as other teachers, because of organizational and working conditions. This can also limit their opportunities for participation and influence in the community at school. The teachers also mark the boundaries between Us and Them, as an effect of their experiences of alienation and their spin-off from the social community at school. All these processes also affect the teachers' professional identity construction. Paradoxically, it seems as if the teachers in preschool class also use the exclusion as an instrument of power. The teachers mark in several cases that they distance themselves from both preschool and school, which results in that they can work freely and undisturbed in the preschool class.

     

    Relevance for Nordic Educational research

    This presentation examines the teachers in the preschool class in Sweden, a pedagogic practice which is placed at the crossroads between preschool and primary school. Little is known about the preschool class teachers, and research about this context can develop knowledge about this educational arena, about the teacher’s identities and about policy issues according to the preschool class.

     

     

     

  • 40.
    Ackesjö, Helena
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Teachers crossing borders: A longitudinal study of a new profession2015In: Abstract book. NERA 2015, Marketisation and differentiation in education.: 43rd Annual Congress of the Nordic Educational Research Association (NERA), Gothenburg, March 4-6, 2015, 2015Conference paper (Refereed)
    Abstract [en]

    Research topic: The overall purpose of this longitudinal research project is to study professional trajectories in the first intake of students which graduated 2014 from the newly reformed teacher education with specialization towards work in the leisure-time center. The main objective for these students is both to work in the leisure time center’s traditional activities, and to work as a teacher in a school subject. This project aims to gain knowledge about which professional trajectories that are possible for this new category of teachers. When are their skills asked for? How do they construct their professional identities? Theoretical and Methodology framework: Border theories and theories of identity constructions are used as theoretical foundations in this research. Such theories provide tools for studying how social borders are established and maintained, and how professional identities are constructed by considering themselves in the light of others. In addition occupation theories are used. In attempting to describe and explain the teachers' movements within the profession, the term breakpoints is used to study how movements across borders in an education system affects the choices made. 40 newly graduated teachers are included in the project, and the methods used are recurring surveys and interviews when they enter the labor market and during their first five years of employment. Main findings: The first survey, answered by the students prior to their graduation, highlights how the students anticipate entering a hybrid profession, and by this facing new dilemmas. They are entering a new and dual professional role where a balance must be maintained between two assignments. To be able to do this balancing, to cross professional borders and to find enough time to combine the assignments, is considered to be the big challenge. In addition, they see a challenge in defining their new profession in the light of the old. The second survey focused on mapping which career trajectories the students took during their first year on the labor market, and is now undergoing analysis. Relevance for Nordic Educational Research: This study puts the spotlight on the Swedish teacher education which is quite unique in a Nordic perspective

  • 41.
    Ackesjö, Helena
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Transitions – Times of Reconstructions2013In: International Journal of Transitions in Childhood, ISSN 1833-2390, Vol. 6, p. 16-27Article in journal (Refereed)
    Abstract [en]

    This article reports children’s perspectives of the transitions from preschool to compulsory school via the preschool class. The study indicates that children’s ways of defining themselves, and the ways in which they mark borders between different school forms, change over time. In this process, time and place are crucial. The study highlights how Swedish children make two school starts as they enter the preschool class and then school. Each of these events demands energy in reconstructing identities and understandings of the new school forms.

  • 42.
    Ackesjö, Helena
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Uppdrag: Förskoleklass2018In: Grundskoletidningen, ISSN 1402-7135, no 7, p. 9-11Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Förskoleklassen blir obligatorisk och erkänns som en viktig skolform med ett eget innehåll vilket ökar möjligheten till en nationell likvärdighet för alla elever. Läroplanens skrivningar gör uppdraget tydligare och det blir också tydligt för lärarna vilka förmågor eleverna ska utveckla under året.

  • 43.
    Ackesjö, Helena
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Ur barnens perspektiv2015In: Förskoletidningen, ISSN 0348-0364, Vol. 40, no 2, p. 16-18Article in journal (Other (popular science, discussion, etc.))
  • 44.
    Ackesjö, Helena
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Övergångar mellan skolformer: Kontinuitet och progression från förskola till skola2016Book (Other academic)
    Abstract [sv]

    Barn gör tidigt i livet flera övergångar mellan skolformer och mellan sociala gemenskaper. Dessa övergångar handlar om att lämna något känt och möta något nytt och okänt, vilket ställer stora krav på barnen, men också på de lärare barnen möter i de olika verksamheterna. Helena Ackesjö ger här exempel på hur lärare i förskola, förskoleklass, fritidshem och skola kan arbeta för att åstadkomma kontinuitet i övergångarna och progression i den undervisning som erbjuds i de olika verksamheterna. Dessutom beskriver hon hur övergångar kan förberedas och organiseras.

  • 45.
    Ackesjö, Helena
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Gardesten, Jens
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Herrlin, Katarina
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Fonseca, Lars
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Lindqvist, Per
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Nordänger, Ulla Karin
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Off-loading or loads of work? Teachers, teacher assistants and negotiations on professional domains2018Conference paper (Refereed)
  • 46.
    Ackesjö, Helena
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Jonas, Berggren
    Kalmar Municipality.
    Dahl, Marianne
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Ellborg, Katarina
    Linnaeus University, School of Business and Economics, Department of Organisation and Entrepreneurship.
    Per-Ola, Friman
    Kalmar Municipality.
    Kari, Koskenkorva
    Kalmar Municipality.
    Entreprenöriell fritidspedagogik: att bygga handlingskraft, mod, självtillit och motivation2017 (ed. 1)Book (Other academic)
  • 47.
    Ackesjö, Helena
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Lago, Lina
    Linköpings Universitet.
    Persson, Sven
    Malmö Universitet.
    Erkännandets dynamik - förskoleklasslärarestolkningar av ny läroplanstext2018In: Educare - Vetenskapliga skrifter, ISSN 1653-1868, Vol. 1, no 1, p. 7-25Article in journal (Refereed)
    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.

  • 48.
    Ackesjö, Helena
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Landefrö, Anna
    Föräldrakooperativet Filsan i Vickleby.
    På spaning efter en gräns: Några barns perspektiv på skillnader mellan förskoleklassens och fritidshemmets verksamheter i Sverige.2014In: Barn, ISSN 0800-1669, Vol. 32, no 3, p. 27-43Article in journal (Refereed)
    Abstract [sv]

    Majoriteten av alla sexåringar deltar i både förskoleklass- och fritidshemsverksamhet, vilket innebär att de dagligen vandrar över gränsen mellan två historiskt och traditionellt skilda arenor. Föreliggande artikel strävar efter att vinna kunskap om några barns perspektiv på skillnader mellan verksamheterna och på vad som utmärker de olika institutionernas identiteter. Empirin består av intervjuer och observationer som har genererats genom en mindre fallstudie. I studien flätas teorier om gränser, övergångar och identiteter samman, och som analytiska begrepp har gränsmarkeringar, skillnader och gränsöverträdanden använts. Resultaten visar att barnen beskriver innehållsliga skillnader mellan verksamheterna; lek och fria val är centralt i fritidshemmet medan skollikt lärande och vuxenstyrning verkar centralt i förskoleklassen. Dock verkar barnen inte med säkerhet kunna avgöra var gränsen mellan de olika verksamheterna dras och när övergången mellan verksamheterna sker. I empirin framträder att lärarna använder delar av fritidshemstiden till att bemästra förskoleklassens åtaganden, vilket bidrar till att gränsen mellan verksamheterna blir svårtolkad för barnen. Även om studien är liten till sin karaktär indikerar den att tydliga institutionella identiteter verkar ha svårt att konstrueras och upprätthållas då lokaler, lärare och aktiviteter för förskoleklass och fritidshem verkar vara i stort sett desamma på båda sidor av gränsen.

  • 49.
    Ackesjö, Helena
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Lindqvist, Per
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Nordänger, Ulla Karin
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    “Betwixt and Between”: Leisure-time Teachers and the Construction of Professional Identities2018In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, ISSN ISSN 0031-3831Article in journal (Refereed)
    Abstract [en]

    In 2014, a newly formed group of teachers graduated from Swedish universities. In addition to their qualification as leisure-time pedagogues, their degree includes teaching practical/aesthetical subjects in compulsory school. This group of teachers thus has to relate to dual professional identities and to maintain a balance between the socially oriented leisure-time centres and a goal- and results-driven school. In this article we describe their first two years after graduation, trying to get hold of their negotiation of professional identities and orientation in the professional landscape. Results shows that the graduates try to balance own ideals and hybrid professional intentions against traditional professional identities and labour market conditions and that position in a liminal phase might be crucial for the outcome.

  • 50.
    Ackesjö, Helena
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Nordänger, Ulla Karin
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Lindqvist, Per
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    "Att jag kallar mig själv för lärare i fritidshem uppfattar jag skapar en viss provokation": Om de nya grundlärarna med inriktning mot arbete i fritidshem2016In: Educare - Vetenskapliga skrifter, ISSN 1653-1868, no 1, p. 86-109Article in journal (Refereed)
    Abstract [en]

    In 2014 the first cohort of (a newly designed group of teachers) ”primary teachers with a specialization in extended school education” graduated from Swedish universities. In addition to the traditional formal qualifications as leisure pedagogues their degree also includes the competency to teach practical/aesthetical subjects in compulsory school up to year six. The newly designed teachers thus have to relate to dual professional identities and try to maintain balance between their work in the traditional socially oriented recreation centers against their teaching in a goal- and results-driven school. In this article we study a group of 40 new teachers before and after graduation, trying to get hold of how they perceive and negotiate their professional identities and how they orient themselves in the professional landscape. The results show that the graduates try to balance their own ideals and professional intentions against traditional professional identities and labor market conditions.

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