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  • 1.
    Bjervås, Lise-Lotte
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Bedömning av förskolebarn i en kunskapsekonomi2015In: Utvärdering & pedagogisk bedömning i förskolan / [ed] Gunnar Åsén, Stockholm: Liber, 2015, 1, p. 156-164Chapter in book (Other academic)
  • 2.
    Bjervås, Lise-Lotte
    University of Kalmar, School of Human Sciences.
    Det kompetenta barnet2003In: Förskolan: barns första skola / [ed] Eva Johansson & Ingrid Pramling Samuelsson, Lund: Studentlitteratur , 2003Chapter in book (Other academic)
  • 3.
    Bjervås, Lise-Lotte
    University of Kalmar, School of Human Sciences.
    Different Ways of Viewing a Child2006Conference paper (Refereed)
  • 4.
    Bjervås, Lise-Lotte
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Fairness in a preschool context2016In: Abstract book. 26th EECERA Annual Conference, Happiness, Relationships, Emotion & Deep Level Learning, Dublin, 31st-3rd September, 2016, 2016Conference paper (Refereed)
    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.

  • 5.
    Bjervås, Lise-Lotte
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Individual and Collective Values in Preschool – a Field of Tension2015In: Abstract book. Innovation, Experimentation and Adventure in Early Childhood, 25th EECERA Annual Conference, Barcelona, Catalunya, Spain, September 7-10, 2015, 2015, p. 72-72Conference paper (Refereed)
    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.

  • 6.
    Bjervås, Lise-Lotte
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Pedagogisk dokumentation – ett bedömningsverktyg2011In: Förskoletidningen, Vol. 36, no 6, p. 16-20Article, review/survey (Other (popular science, discussion, etc.))
  • 7.
    Bjervås, Lise-Lotte
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Pedagogisk dokumentation i förskolan som bedömningspraktik2012Conference paper (Other academic)
  • 8.
    Bjervås, Lise-Lotte
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Pedagogisk dokumentation i förskolan som bedömningspraktik2012Conference paper (Other academic)
  • 9.
    Bjervås, Lise-Lotte
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Pedagogisk dokumentation och bedömningspraktik i förskolan2013Conference paper (Other academic)
  • 10.
    Bjervås, Lise-Lotte
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Pedagogisk dokumentation som bedömningspraktik2013Conference paper (Other academic)
  • 11.
    Bjervås, Lise-Lotte
    Göteborgs universitet.
    Samtal om barn och pedagogisk dokumentation i förskolan som bedömningspraktik: En diskursanalys2011Doctoral thesis, monograph (Other academic)
  • 12.
    Bjervås, Lise-Lotte
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Spänningsfält i det värdepedagogiska arbetet i förskolan2016In: Värdefull förskola : Perspektiv på värdepedagogiskt arbete / [ed] Anette Emilson & Ingeborg Moqvist-Lindberg, Lund: Studentlitteratur AB, 2016, p. 61-87Chapter in book (Other academic)
  • 13.
    Bjervås, Lise-Lotte
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Teacher’s views of preschool children in relation to pedagogical documentation2012Conference paper (Refereed)
  • 14.
    Bjervås, Lise-Lotte
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Teaching about fairness in a preschool context2018In: Values in early childhood education: citizenship for tomorrow / [ed] Eva Johansson & Johanna Einarsdottir, Routledge, 2018, 1, p. 55-69Chapter in book (Other (popular science, discussion, etc.))
  • 15.
    Bjervås, Lise-Lotte
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Emilson, Anette
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Pedagogisk dokumentation för lärande2017In: Förskolan och barns utveckling / [ed] Anne-Li Lindgren, Niklas Pramling, Roger Säljö, Gleerups Utbildning AB, 2017, 1, p. 227-244Chapter in book (Other academic)
  • 16.
    Bjervås, Lise-Lotte
    et al.
    University of Kalmar, School of Human Sciences.
    Emilson, Anette
    University of Kalmar, School of Human Sciences.
    The encounter between the adult and the child in pedagogical practice2003In: A Europe of Many Cultures: proceedings of the fifth conference of the Children's Identity and Citizenship in Europe Thematic Network / [ed] Alistair Ross, London: CiCe publication , 2003Chapter in book (Other academic)
  • 17.
    Bjervås, Lise-Lotte
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Lee-Hammond, Libby
    Murdoch University, Western Australia.
    Early childhood educators in Sweden and Australia making sense of their pedagogical practices2017Conference paper (Refereed)
  • 18.
    Bjervås, Lise-Lotte
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Rosendahl, Gunilla
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Pedagogical documentation – a Tool to Support Children’s Learning Processes2014In: 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., 2014Conference paper (Refereed)
    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.

  • 19.
    Bjervås, Lise-Lotte
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Rosendahl, Gunilla
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Pedagogical documentation: an assesment tool and an active agent in preschool children's learning processes2013Conference paper (Refereed)
  • 20.
    Bjervås, Lise-Lotte
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Rosendahl, Gunilla
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Pedagogical documentation and pedagogical choices.2017In: Pedagogical Documentation in Early Years Practice : Seeing Through Multiple Perspectives / [ed] Alma. F. Fleet, Catherine Patterson & Janet Robertson, London: Sage Publications, 2017, 1, p. 27-39Chapter in book (Other academic)
  • 21.
    Emilson, Anette
    et al.
    University of Kalmar, School of Human Sciences.
    Bjervås, Lise-Lotte
    University of Kalmar, School of Human Sciences.
    Barns perspektiv i pedagogisk praktik2004Conference paper (Other academic)
  • 22.
    Emilson, Anette
    et al.
    University of Kalmar, School of Human Sciences.
    Bjervås, Lise-Lotte
    University of Kalmar, School of Human Sciences.
    The child´s perspective in pedagogical practice2004Conference paper (Other academic)
  • 23.
    Emilson, Anette
    et al.
    University of Kalmar, School of Human Sciences.
    Bjervås, Lise-Lotte
    University of Kalmar, School of Human Sciences.
    The encounter between the adult and the child in pedagogical practice.2003In: Cice publication, 2003Conference paper (Refereed)
  • 24.
    Pramling Samuelsson, Ingrid
    et al.
    Göteborgs universitet.
    Bjervås, Lise-Lotte
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Emilson, Anette
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Dokumentation, kommunikation och lärprocesser i förskolan.2012In: Forskning om undervisning och lärande, ISSN 2000-9674, no 8, p. 28-38Article, review/survey (Other academic)
    Abstract [sv]

    Vi kommer i denna artikel att göra några korta presentationer av forskningsstudieroch diskutera dessa i relation till förskolans praktik. De områdensom vi specifikt kommer att beröra är dokumentation, kommunikationoch lärprocesser. Dokumentation, som är ett av de områden som det satsatsmycket på när det gäller fortbildning, kommer att sättas i relation tillkommunikation och lärprocesser som är två andra, i dag viktiga, begrepp iförskolans praktik.

1 - 24 of 24
CiteExportLink to result list
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  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
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  • en-GB
  • en-US
  • fi-FI
  • nn-NO
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