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  • 1.
    Ackesjö, Helena
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Berggren, Jonas
    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)
  • 2.
    Dahl, Marianne
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Barns olika gemenskaper på fritidshemmet2017In: Teori som praktik i fritidshemmet / [ed] Malin Rohlin, Malmö: Gleerups Utbildning AB, 2017, 1, p. 33-46Chapter in book (Other academic)
  • 3.
    Dahl, Marianne
    University of Gothenburg.
    Barns sociala liv på fritidshemmet: En studie om praktikgemenskaper och alliansbildning i egenstyrda aktiviteter2011Licentiate thesis, monograph (Other academic)
  • 4.
    Dahl, Marianne
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Fritidspedagogers handlingsrepertoar: Pedagogiskt arbete med barns olika relationer2014Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This thesis aims to make a contribution to our current understanding regarding leisure-time pedagogues’ work with children’s relationships. Here focus is placed on the collective action repertoire as expressed by two different groups of leisure-time pedagogues. The research questions addressed are:  

    How do leisure-time pedagogues work with children’s relationships and how do they view such relationships? What communities do they identify? What qualities in children’s relationships do they regard as desirable?

     The theoretical framework of this study is based on Wenger’s (1998) social theory regarding learning in communities of practice, as well as Gergen’s theory of relationships as an inevitable part of human existence. Consequently, within this thesis relationships are viewed as mainly negotiated and are therefore dynamic in character. The methodological approach is ethnographic, focusing on leisure-time pedagogues’ work with and talk about children’s relationships. The study is based on data derived from eight leisure-time pedagogues divided into two different work teams of four pedagogues, covering two different leisure-time centres and involving 60 children of 6-11 years of age.  

    Final analysis is based on concepts derived from both Wenger’s and Gergen’s theories, for example; action repertoire, relational qualities, communities of practice and shared interests. Results suggest that the communities of practice and the alliances that pedagogues identify are often gender-related and built on common interests. The pedagogues’ action repertoire illustrates a desire to facilitate encounters between children and promote harmonious relationships. Leisure-time pedagogues support relationships characterized by consensus, respect, confidence and adaptation to rules, whereas those marked by conflict, disharmony, breaking rules or aggressions are counteracted. Various notions emerge in pedagogues’ action repertoire based on normative thinking, where different relational competences are ascribed to children. Some children are described as relationally competent while other children, who do not adapt themselves in a desirable manner, are described as having difficulties adjusting their relational competence. The results also reveal a lack of guidelines for handling the variety of differences in children’s relationships and display the lack of a common professional language for verbalizing children’s relational work.

  • 5.
    Dahl, Marianne
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    How can we understand the concept of teaching at the leisure time centers?2018In: NERA 2018 - 46th CONGRES.S Educational Research: Boundaries, Breaches and Bridges: Abstracts, 2018, p. 362-362Conference paper (Refereed)
  • 6.
    Dahl, Marianne
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Leisure time reachers' work and professional development2016In: Nera 2016,  9-11 March, Helsingfors Finland: Nera 44th Congress, Social Justice, Equality and Solidarity in Education, Nordic Educational Research Association , 2016, p. 33-Conference paper (Refereed)
    Abstract [en]

    The aim of this study is to describe and analyze how leisure time teachers with over 30 years of experience reason about their work and professional developmentover time. Moreover, to investigate what kind of qualities that may promote a long and sustainable career in the profession.

     The theoretical framework is informed by profession theories where knowledge base and professional development are used asanalyticalconcepts (Brante, 2014). Data consists of interviews with 12 leisure time teachers. The methodological design also includes a meeting between the informants and 6 students at the end of theirteacher education.

    The results show that the profession has no clear career paths which may be a reason to stay in the profession. Another reason to remain in the profession is a number of success factors identified by the informants; children, challenges, after-school pedagogy and work in teams are considered important qualities for a sustainable career in the profession. The professionals emphasize that cooperation with the school have helped to increase confidence in their own skills and professional knowledge. On the other hand, the students describe the dual task of working at both schools and leisure time centres as problematic.  Students also emphasizes that teachers' interaction with children are a part of the professional knowledge base which is based on proven experience

     Few studies so far have highlighted the leisure time teachers` work and professional development over time which can be an important question to discuss among Nordic researchers. Therefore this study is of interest and also to raise further issues that needs to be explored.

  • 7.
    Dahl, Marianne
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Man känner att man är välkommen2013In: Barns livsvillkor: I mötet med skola och fritidshem / [ed] Anders Fjällhed och Mikael Jensen, Studentlitteratur AB, 2013, 1, p. 89-104Chapter in book (Other academic)
  • 8.
    Dahl, Marianne
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Pedagogical work with children´s relationships2016In: Abstract book. 26th EECERA Annual Conference: Happiness, Relationships, Emotion & Deep Level Learning, Dublin, Ireland, 31st-3rd September, 2016., 2016, p. 156-Conference paper (Refereed)
    Abstract [en]

    How do leisure-time pedagogues work with children's relationships and how do they view such relationships? What qualities in children's relationships do they regard as desirable? The licentiate thesis Children's social Life in leisure-time centres'. The theoretical framework is based on Wenger's (1998) social theory regarding learning in communities of practice, as well as Gergen's theory of relationships as an inevitable part of human existence. Consequently, within this thesis relationships are viewed as mainly negotiated and are therefore dynamic in character. The methodological approach is ethnographic, focusing on leisure-time pedagogues' work with and talk about children's relationships. The study is based on data derived from eight leisure-time pedagogues divided into two different work teams of four pedagogues, covering two different leisure-time centres and involving 60 children of 6-11 years of age. Ethical considerations have been made. The pedagogues' action repertoire illustrates a desire to facilitate encounters between children and promote harmonious relationships. Leisure-time pedagogues support relationships characterized by consensus, respect, confidence and adaptation to rules, whereas those marked by conflict, disharmony, breaking rules or aggressions are counteracted. Various notions emerge in pedagogues' action repertoire based on normative thinking, where different relational competences are ascribed to children. The results reveal a lack of guidelines for handling the variety of differences in children's relationships and display the lack of a common professional language for verbalizing children's relational work.

  • 9.
    Dahl, Marianne
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Pedagogical work with children´s relationships in leisure-time centres2015In: 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 (Other academic)
    Abstract [en]

    Research topic/aim This thesis aims to make a contribution to our current understanding regarding leisure-time pedagogues’ work with children’s relationships. Here focus is placed on the collective action repertoire as expressed by two different groups of leisure-time pedagogues. The research questions addressed are: How do leisure-time pedagogues work with children’s relationships and how do they view such relationships? What communities do they identify? What qualities in children’s relationships do they regard as desirable? Theoretical and methodology framework The theoretical framework of this study is based on Wenger’s (1998) social theory regarding learning in communities of practice, as well as Gergen’s theory of relationships as an inevitable part of human existence. Consequently, within this thesis relationships are viewed as mainly negotiated and are therefore dynamic in character. The methodological approach is ethnographic, focusing on leisure-time pedagogues’ work with and talk about children’s relationships. The study is based on data derived from eight leisure-time pedagogues divided into two different work teams of four pedagogues, covering two different leisure-time centres and involving 60 children of 6-11 years of age. Conclusions /findings The pedagogues’ action repertoire illustrates a desire to facilitate encounters between children and promote harmonious relationships. Leisure-time pedagogues support relationships characterized by consensus, respect, confidence and adaptation to rules, whereas those marked by conflict, disharmony, breaking rules or aggressions are counteracted. Various notions emerge in pedagogues’ action repertoire based on normative thinking, where different relational competences are ascribed to children. Some children are described as relationally competent while other children, who do not adapt themselves in a desirable manner, are described as having difficulties adjusting their relational competence. The results also reveal a lack of guidelines for handling the variety of differences in children’s relationships and display the lack of a common professional language for verbalizing children’s relational work. Relevance to Nordic educational research In Sweden more than 80% of the children between 6 and - 9 years old are enrolled in the leisure time centre. It is worth to raise questions about the leisure-time centres in a Nordic perspective and exchange experiences.

  • 10.
    Dahl, Marianne
    University of Kalmar, School of Human Sciences.
    Pedagogisk handledning, utmaning eller bekräftelse. En studie av handledningssamtalet2005Report (Other academic)
  • 11.
    Dahl, Marianne
    University of Kalmar, School of Human Sciences.
    Pedagogisk handledning, utmaning eller bekräftelse: en studie kring handledningssamtalet2005Report (Other academic)
    Abstract [sv]

    Syftet med föreliggande studie är att undersöka handledningssamtalet utifrån ett lärande perspektiv i två utvalda handledningsgrupper på en förskola. Frågeställningarna behandlar vilka förutsättningar som finns för ett lärande samtal med dialog och symetri, på vilket sätt samtalet växlar mellan egna erfarenheter, teoretiska kunskaper och värderingar, vilken kunskap som utvecklas i samtalet, vilken form av reflektion som förekommer i samtalet, samt på vilket sätt handledaren blir en medskapare till det lärande samtalet. Data består av observation med bandupptagning, enkät och loggboksanteckningar. Studiens reslutat visar att en rad grundförutsättningar, som krävs för att ett lärande samtal ska bli möjligt är tillgodosedda, på den arbetsplats som ingår i undersökningen. Handledningssamtalet tar sin utgångspunkt i en praktisk handling, man kopplar i en del fall till läroplan, men det förekommer ingen hänvisning till vedertagna teorier. Handledningsdeltagarna framhåller att de använder "egna teorier". Kunskap utvecklas i samtalet och ger förutsättningar för ett kollektivt lärande då man lyssnar på varandras berättelser och gemensamma idéer skapas. Den form av reflektion som förekommer i samtalet är när deltagarna uttrycker sig språkligt om erfarenheter och i vissa fall sker även systematiska reflektioner. Någon fördjupad form av reflektion eller självreflektion förekommer inte i samtalet. Handledaren blir en medskapare till det lärande samtalet genom att utgå ifrån ett barnperspektiv och skapa en trygg atmosfär och ett tillåtande samtalsklimat. Huruvida handledaren utmanar, ger motstånd, och konfronterar i samtalet är mer tveksamt.

  • 12.
    Dahl, Marianne
    et al.
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Ackesjö, Helena
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    "Det bästa med fritids var att kompisarna var där": En diskussion om meningsfull fritid ur barnens perspektiv.2011In: Fritidspedagogik: Fritidshemmets teorier och praktiker. / [ed] Anna Klerfelt och Björn Haglund, Stockholm: Liber, 2011, 1, p. 204-223Chapter in book (Other academic)
  • 13.
    Dahl, Marianne
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Eek-Karlsson, LiselotteLinnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice. Linnéuniversitetet.Perselli, Ann-KatrinLinnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Att skapa en professionell identitet: om utvecklingsinriktade examensarbeten i lärarutbildningen2019Collection (editor) (Other academic)
    Abstract [sv]

    Det självständiga arbetet har en lång tradition inom svensk lärarutbildning. I boken Att skapa en professionell identitet ges exempel på praktiknära utvecklingsarbeten som både kan komplettera och utmana en rådande uppsatstradition på landets lärosäten.

    Utbildningsverksamheten står inför nya utmaningar och lärare måste få inflytande över vad den egna kunskapsbildningen ska omfatta samt kunskap om utvecklings- och förändringsarbete. Att inom ramen för de självständiga arbetena utveckla detta kunnande, främst bland studerande men även yrkesverksamma, i ett praktiknära samarbete kan vara en framgångsrik väg till ökad kvalitet.

    Bokens första del återger dels en historisk tillbakablick av den praktiknära forskningens framväxt, dels en diskussion om det ökade intresset för praktiknära frågor. Även aktionsforskning som metod och inspiration i utvecklingsinriktade arbeten behandlas.

    Del två skildrar ett försöksprojekt som bedrivits på Linnéuniversitet där studenter som går sista terminen på lärarutbildningen skriver utvecklingsinriktade självständiga arbeten och tillägnar sig redskap för processtänkande som ett led i systematiskt kvalitetsarbete.

    Den tredje delen låter studenternas röster komma till tals. Denna del innehåller exempel på ett utvecklingsinriktat arbete samt reflektioner från studenter som genomfört sådana arbeten.

    Boken vänder sig både till lärarstudenter och verksamma lärare samt till rektorer inom utbildningssektorn.

  • 14.
    Dahl, Marianne
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Karlsudd, Peter
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Leisure-time teachers in a changed profession2015In: Problems of Education in the 21st Century, ISSN 1822-7864, E-ISSN 2538-7111, Vol. 68, p. 22-35, article id 1191863Article in journal (Refereed)
    Abstract [en]

    This exploratory research focus on teaching and learning on the basis of Swedish leisure-time teachers with more than thirty years of experience. The purpose of this research was to bring to light the role of the Leisure time teachers, both in the past up to the present day and into the future. Based on important concepts for professional development, the qualities decisive for a long and sustainable career as a leisure-time teacher are sought. 

    In interviews ten leisure-time teachers describe their professional careers on the following question areas: teachers, children, parents, leisure-time centers and mission. The outcomes are discussed in relation to the professional concepts of knowledge, autonomy, responsibility, collegial decision-making, confidence and trust, closing off and professional development. The results show that there are a number of success factors for why the interviewees stayed in a profession that has undergone and is subject to significant changes. Children, challenges, leisure-time pedagogy, flexibility and teamwork are considered to be important qualities. One factor that in certain cases meant that one did not change profession is that there are no clear career paths within the profession. Change that has occurred regarding the focus of the work is perceived mainly as positive. Leisure-time teachers emphasize that the collaboration with the school has resulted in greater confidence in their own mission and competence. From this research some critical research areas are revealed, such as, children’s possible perceptions of learning requirements at the leisure-time center. 

  • 15.
    Karlsudd, Peter
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Dahl, Marianne
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Willén-Lundgren, Berit
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Less tradition for more profession: an attempt with thesis projects in practical development2017In: Problems of Education in the 21st Century, ISSN 1822-7864, E-ISSN 2538-7111, Vol. 75, no 3, p. 252-262Article in journal (Refereed)
    Abstract [en]

    This research scrutinises the question whether an education profile with development-oriented thesis projects in teacher education programs can provide an increased professional relevance without losing scientific quality. The methodology used in the survey can be defined as a participatory approach in which field work, document studies and interviews form the basis for data collection. The suggested activities that students used were development-oriented methods. Before the project's implementation, instructional texts and supplementary examination criteria were written with a view to guaranteeing scientific excellence, with the main aim of improving professional relevance. The results show that the course tutor initially had some trouble communicating disposition and structure, which meant that some of the students at first had doubts. Despite this, the summary assessment is that the development-oriented approach implemented with scientific quality enhanced the students` readiness for future professions.

  • 16.
    Perselli, Ann-Katrin
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Dahl, Marianne
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Eek-Karlsson, Liselotte
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    En väg till professionell yrkesutövning2019In: Att skapa en professionell identitet: Om utvecklingsinriktade examensarbeten i lärarutbildningen / [ed] Marainne Dahl, Liselotte Eek-Karlsson, Ann-Katrin Perselli, Stockholm: Liber, 2019, 1, p. 201-210Chapter in book (Other (popular science, discussion, etc.))
    Abstract [sv]

    I kapitlet behandlas delaktighet och samverkan, två aspekter som med vetenskaplig grund och beprövad erfarenhet är centrala i utbildningsinriktade arbeten. Vidare diskuteras kunskapsutveckling genom dokumentation som ett led i systematiskt kvalitetsarbete samt hur studenternas professionella identitet stärks genom reflektion. 

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