”Utvecklas i sin egen takt” En aktionsforskningsstudie om förskolepedagogers reflektioner kring sina val och handlanden ”Develop at one ́s own pace” An action research study on preschoolteachers reflections about their choices and actions

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”Utvecklas i sin egen takt” En aktionsforskningsstudie om förskolepedagogers reflektioner kring sina val och handlanden ”Develop at one ́s own pace” An action research study on preschoolteachers reflections about their choices and actions

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Publication 1-year master student thesis
Title ”Utvecklas i sin egen takt” En aktionsforskningsstudie om förskolepedagogers reflektioner kring sina val och handlanden ”Develop at one ́s own pace” An action research study on preschoolteachers reflections about their choices and actions
Author Hultberg Ingridz, Kristine
Date 2017
English abstract
This is a qualitative actions research study of pre school teachers’ reflections about their choices and actions. The qualitative actions research study is combined with semistructured interviews, mind map-conversations and a videocamera in order to bring awareness about the pedagogs actions. The theory i use to analys the results is poststructural discourse. The aim is to understand and investigate how and if teachers in preschool change their analyses and reflections practice, during their action research process. Another purpose, during this process, is to understand how the pre school teachers reflect and value their knowledge in the context of their profession and practice. The questions i aim to answer are: 1. In which ways does the action research process change the pre school teachers reflectionspractice? 2. How do the pre school teachers reflect upon and value their knowledge about their profession within their practice? The conclusion is that action research, semistructured interviews, mind map- conversations and the observered material from the videocamera led the preschool teachers to develop at their own pace, and from their own problemed based questions and thoughts. They go from a structure view on the pedagogical practice to a subjective self evaluation view, where change is possible and their own knowledge about their profession becomes visible.
Publisher Malmö högskola/Lärande och samhälle
Language swe (iso)
Subject action research
educator
context
observation
knowledge
preschool
professional
private
power
semistructured interviews
poststructural discourse theory
reflect
subject
self evaluation
structure
Handle http://hdl.handle.net/2043/23446 Permalink to this page
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