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Kallberg, P. (2018). Barns röster och metodologiska avvägningar i forskning om pedagogiska övergångar. In: Anders Garpelin och Gunilla Sandberg (Ed.), Att förstå barns vägar till lärande under övergången från förskola till skola: . Västerås: Mälardalens högskola
Öppna denna publikation i ny flik eller fönster >>Barns röster och metodologiska avvägningar i forskning om pedagogiska övergångar
2018 (Svenska)Ingår i: Att förstå barns vägar till lärande under övergången från förskola till skola / [ed] Anders Garpelin och Gunilla Sandberg, Västerås: Mälardalens högskola , 2018Kapitel i bok, del av antologi (Refereegranskat)
Ort, förlag, år, upplaga, sidor
Västerås: Mälardalens högskola, 2018
Serie
Mälardalen Studies in Educational Sciences ; 35
Nyckelord
aktörskap, barns perspektiv, deltagande, metod, metodologi, pedagogiska övergångar, social rättvisa
Nationell ämneskategori
Utbildningsvetenskap
Forskningsämne
didaktik
Identifikatorer
urn:nbn:se:mdh:diva-41010 (URN)978-91-7485-403-9 (ISBN)
Projekt
Gränsland, broar och passageriter. Att förstå barns vägar till lärande från förskola till skola. (VR) POET Pedagogies of Educational Transitions (IRSES, EU)
Forskningsfinansiär
Vetenskapsrådet, 2011-5656
Anmärkning

För nedladdning av fulltext hänvisas till hela antologin:

Garpelin, Anders; et al. / Att förstå barns vägar till lärande under övergången från förskola till skola. / 2018 / Samlingsverk (redaktörskap) / diva2:1245017 / 2018-09-04

Tillgänglig från: 2018-09-28 Skapad: 2018-09-28 Senast uppdaterad: 2018-12-10Bibliografiskt granskad
Kallberg, P. (2018). Två lärarkategoriers arbete med sociala relationer i övergången från förskoleklass till årskurs 1. (Doctoral dissertation). Västerås: Mälardalen University
Öppna denna publikation i ny flik eller fönster >>Två lärarkategoriers arbete med sociala relationer i övergången från förskoleklass till årskurs 1
2018 (Svenska)Doktorsavhandling, monografi (Övrigt vetenskapligt)
Alternativ titel[en]
Two teaching professionals work on social relationships in the transition from preschool-class to primary school
Abstract [sv]

Denna studie undersöker två lärarkategoriers, i studien benämnda som förskoleklass-lärare och grundskol-lärares, allmändidaktiska arbete med sociala relationer i övergången mellan förskoleklass och årskurs 1. Detta är ett relationellt arbete som sker över tid och handlar om att samordna vuxnas och barns handlingar och uppfattningar i en utbildningsmiljö. Samordnandet syftar till att möjliggöra en undervisningsmiljö och utgör i övergången en viktig del av hur barn upplever sammanhang och mening. 

Med utgångspunkt i ett deltagande i de två lärarkategoriernas pedagogiska praktiker syftar studien till att få en fördjupad förståelse av den mening lärare i förskoleklass respektive grundskolans år 1 ger sitt didaktiska arbete med sociala relationer i övergången. Med en tolkande ansats och med hjälp av begrepp, inspirerade av teorin om professionella representationer, fördjupas förståelsen av lärares handlingar som uttryck för den mening som ges arbetet.

Den mening lärare ger sitt arbete med sociala relationer handlar övergripande om att underlätta för barn och vuxna att möta skilda kulturella och sociala undervisningssammanhang. I resultatet framkommer att lärares arbete med sociala relationer ges en något skild framtoning i respektive skolform. Förskoleklassen beskrivs som en mer socialt inriktad praktik där grupprocesser och normer blir ett tydligt undervisningsinnehåll till skillnad mot årskurs 1 där sociala relationer succesivt sammantvinnas med hela undervisningssammanhanget, främst i form av klassrumsregler. I lärares handlingar framträder hur normer och värden, relationer och samverkan tillsammans med strukturer och organisation utgör delar av lärares arbete med sociala relationer. Det är ett arbete som till stor del är erfarenhetsbaserad. Analyserna visar hur de två lärarkategoriernas handlingar tar form och ges mening utifrån gränsdragande processer som klargör skillnaderna mellan de båda utbildningspraktikerna förskoleklass och årskurs 1. Samverkan mellan förskoleklass och årskurs 1 bidrar till ett upprätthållande av skillnader i synen på barn, verksamheternas innehåll och hur respektive yrkesroll gestaltas. Mening för arbetet med sociala relationer ges därmed olika innebörd för olika lärarkategorier.

Studien bidrar till att belysa hur lärares målmedvetna handlingar för att skapa en fungerande undervisningsmiljö i övergången blir särskilt värdefulla ur utbildningssynpunkt, i form av uppmärksammade socialisationsprocesser.

Abstract [en]

This study investigates preschool-class teachers and primary school teachers approach to didactic work on social relationships in the transition from preschool class to primary school.  The didactic work is seen as a relational task that evolves over time coordinating adult´s and children’s actions and perceptions in the context of education. Further, it enables a supportive teaching environment and is an important part of how children experience meaning making processes in transitions. With the aim to gain a deeper understanding of the meaning preschool-class teachers’ and primary school teachers’ apply to their didactical work with social relationships in the transition, data material has been produced through participating in teachers’ pedagogical practice in three different schools. With an interpretive approach and with concepts inspired by the theory on professional representations, teachers’ actions are understood as expressions of meaning of their didactic work.

The results shows that the meaning of the work of social relationships is generally to facilitate children´s and adult´s experience of new cultural and social education settings. It appears that the work on social relationships have a slightly different appearance in the two different school forms. The preschool class is described as a socially oriented setting with processes of the group and norms as a clear content of education. In primary school the work on social relationships is gradually intertwined in the teaching context, foremost as classroom rules. Teachers’ actions, their values and norms of specific abilities, as well as relations and cooperation along with structures and organization of the education environment is seen as part of the work on social relationships. The work is target-oriented based on familiarity acquired through evidence based experience and on a practical doing, which is made up of distinguishing processes clarifying differences as well as maintaining certain common practices in education of preschool class and primary school. Thus, collaboration between the two teaching professionals seem to affect the way children are viewed, and how the pedagogical content of the institutions and teacher roles are shaped. Hence, it impacts the work regarding social relationships and different meaning appears to different teaching professionals.

The study contributes with knowledge on how didactical work regarding a teaching environment in the transition has been identified and highlighted as particularly meaningful, from an educational perspective and processes of socialization. 

Ort, förlag, år, upplaga, sidor
Västerås: Mälardalen University, 2018. s. 198
Serie
Mälardalen University Press Dissertations, ISSN 1651-4238 ; 274Mälardalen Studies in Educational Sciences ; 40
Nyckelord
social relationships, transitions, didactic, collaboration, starting school, social representations, sociala relationer, övergångar, didaktik, samverkan, skolstart, sociala representationer
Nationell ämneskategori
Didaktik
Forskningsämne
didaktik
Identifikatorer
urn:nbn:se:mdh:diva-40981 (URN)978-91-7485-407-7 (ISBN)
Disputation
2018-11-09, Beta, Mälardalens Högskola, Västerås, 13:15 (Svenska)
Opponent
Handledare
Tillgänglig från: 2018-09-21 Skapad: 2018-09-21 Senast uppdaterad: 2018-10-02Bibliografiskt granskad
Kallberg, P. (2017). Att fästa blicken: Lärares arbete med sociala relationer i övergången. In: Anne Lillvist och Jenny Wilder (Ed.), Barns övergångar: Förskola, förskoleklass, fritidshem, grundsärskola och grundskola (pp. 43-58). Lund: Studentlitteratur AB
Öppna denna publikation i ny flik eller fönster >>Att fästa blicken: Lärares arbete med sociala relationer i övergången
2017 (Svenska)Ingår i: Barns övergångar: Förskola, förskoleklass, fritidshem, grundsärskola och grundskola / [ed] Anne Lillvist och Jenny Wilder, Lund: Studentlitteratur AB, 2017, s. 43-58Kapitel i bok, del av antologi (Övrig (populärvetenskap, debatt, mm))
Ort, förlag, år, upplaga, sidor
Lund: Studentlitteratur AB, 2017
Nationell ämneskategori
Samhällsvetenskap Utbildningsvetenskap
Identifikatorer
urn:nbn:se:mdh:diva-36419 (URN)978-91-44-11548-1 (ISBN)
Tillgänglig från: 2017-09-13 Skapad: 2017-09-13 Senast uppdaterad: 2017-09-27Bibliografiskt granskad
Sandberg, G., Ekström, K., Hellblom-Thibblin, T., Kallberg, P. & Garpelin, A. (2017). Educational Practices and Children's Learning Journeys from Preschool to Primary School. In: Nadine Ballam, Bob Perry and Anders Garpelin (Ed.), Pedagogies of Educational Transitions: European and Antipodean Research (pp. 239-256). Switzerland: Springer International Publishing
Öppna denna publikation i ny flik eller fönster >>Educational Practices and Children's Learning Journeys from Preschool to Primary School
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2017 (Engelska)Ingår i: Pedagogies of Educational Transitions: European and Antipodean Research / [ed] Nadine Ballam, Bob Perry and Anders Garpelin, Switzerland: Springer International Publishing , 2017, s. 239-256Kapitel i bok, del av antologi (Refereegranskat)
Ort, förlag, år, upplaga, sidor
Switzerland: Springer International Publishing, 2017
Serie
International Perspectives on Early Childhood Education and Development ; 16
Nationell ämneskategori
Pedagogik
Forskningsämne
didaktik
Identifikatorer
urn:nbn:se:mdh:diva-35189 (URN)10.1007/978-3-319-43118-5_15 (DOI)978-3-319-43116-1 (ISBN)978-3-319-43118-5 (ISBN)
Tillgänglig från: 2017-04-18 Skapad: 2017-04-18 Senast uppdaterad: 2017-04-19Bibliografiskt granskad
Kallberg, P. (2015). Conditions for social relations in the transition from preschool class to year one.. In: : . Paper presented at ‘INNOVATION, EXPERIMENTATION AND ADVENTURE IN EARLY CHILDHOOD' Barcelona, Catalunya, Spain 7th - 10th September 2015.
Öppna denna publikation i ny flik eller fönster >>Conditions for social relations in the transition from preschool class to year one.
2015 (Engelska)Konferensbidrag, Muntlig presentation med publicerat abstract (Refereegranskat)
Abstract [en]

To deepen the understanding of how conditions for social relations are made in the transition from preschool-class to year one. The importance of social relations in the transition to school is documented through several studies and emphasises the importance of creating belonging in a new culture (Peters, 2010). Frelin (2010) underpins teachers task perception as crucial for the relational dimension of education. The preschool-class in Sweden aims to facilitate the transition, between preschool and school with the assignment of creating a pedagogical platform for processes of relationships. Lago (2014) stresses how transitions are discussed and made related to teachers didactic choices and are problematised from that point. By using the theory of social representations (Moscovici, 1988) I try to get hold of the everyday knowledge that are expressed and used by teachers and children about the transition and the value of social relations. Data has been created from a case study by participant observation and interviews with both teachers and children during their last period in preschool-class and the initial period in year one. The theoretical framework includes an interpretive approach. Consent form and information sheet was provided to all participants and negotiated during the research.

Participants are presented using pseudonyms and were able to withdraw from the study at any time. How teachers social representation of the transition makes that social continuity occurs for some children and discontinuity occurs for a few. To illuminate teachers professional task perception of the relational dimension of education in transitions, for participation.

 

Nyckelord
transition, social relationships, education, Swedish context, starting school
Nationell ämneskategori
Didaktik
Forskningsämne
didaktik
Identifikatorer
urn:nbn:se:mdh:diva-29258 (URN)
Konferens
‘INNOVATION, EXPERIMENTATION AND ADVENTURE IN EARLY CHILDHOOD' Barcelona, Catalunya, Spain 7th - 10th September 2015
Tillgänglig från: 2015-09-29 Skapad: 2015-09-29 Senast uppdaterad: 2017-09-13
Kallberg, P. & Serrander, F. (2012). Understanding children’s learning journeys from preschool into school, a Swedish context – Focus on numeracy and participation. In: : . Paper presented at Pre-birth to Three: Idenities, Learning, Diversities, Venue: Oporto, Portugal, 29th Aug-1st Sep, 2012, EECERA, 22th.
Öppna denna publikation i ny flik eller fönster >>Understanding children’s learning journeys from preschool into school, a Swedish context – Focus on numeracy and participation
2012 (Engelska)Konferensbidrag, Muntlig presentation med publicerat abstract (Refereegranskat)
Abstract [en]

Based on the research project, Borderlands, Bridges and Rites of Passage – Understanding Children’s Learning Journeys from Preschool into School, at the conference, the key question scrutinized will be how to deepen the understanding of what characterizes the educational settings in the cases with reference to numeracy and participation. In the research project, an interpretive approach (Erickson, 1986) is applied, using a relational perspective (Garpelin, 1997) and the concepts borderland (Peters, 2010), learning journeys (Peters, 2010) and rites of passage (van Gennep, 1960). Data have been gathered in two different municipalities, in four different schools by participant observation and interviews with both teacher and children, following the groups of children from preschool-class into school. The research has been conducted in the preschool-classes from March until May 2011 and in first-year school classes from August until November 2011. Participation is pinpointed as one of the most underlying aspects for learning and meaningful education. In our study, different conditions experienced in the two schools seem to form various opportunities for participation, something that will be elaborated and discussed in this presentation, in relation to learning opportunities and learning journeys. In mathematics education research, consensus has been established around five competences required to gain mathematical knowledge and understanding, and the Swedish curriculum emphasizes that children, are given opportunities to develop such competences. In our research we try to understand: What characterizes the educational settings regarding the numeracy children encounter. At the conference, we will present some outcomes that can be identified in the initial analyses of the data collected with respect to these focuses.

Nyckelord
learning journeys, numeracy, participationates
Nationell ämneskategori
Didaktik
Forskningsämne
didaktik
Identifikatorer
urn:nbn:se:mdh:diva-29263 (URN)
Konferens
Pre-birth to Three: Idenities, Learning, Diversities, Venue: Oporto, Portugal, 29th Aug-1st Sep, 2012, EECERA, 22th
Projekt
Borderlands, Bridges and Rites of Passage – Understanding Children’s Learning Journeys from Preschool into School
Tillgänglig från: 2015-09-29 Skapad: 2015-09-29 Senast uppdaterad: 2017-09-13
Ekström, K., Garpelin, A., Kallberg, P., Sandberg, G. & Serrander, F. (2012). Understanding Children’s Learning Journeys fromPreschool into School, a Swedish Context.. In: : . Paper presented at The EECERA meeting in Porto, 2012..
Öppna denna publikation i ny flik eller fönster >>Understanding Children’s Learning Journeys fromPreschool into School, a Swedish Context.
Visa övriga...
2012 (Engelska)Konferensbidrag, Muntlig presentation med publicerat abstract (Refereegranskat)
Nationell ämneskategori
Utbildningsvetenskap
Identifikatorer
urn:nbn:se:mdh:diva-29155 (URN)
Konferens
The EECERA meeting in Porto, 2012.
Tillgänglig från: 2015-09-27 Skapad: 2015-09-27 Senast uppdaterad: 2018-01-03Bibliografiskt granskad
Kallberg, P. (2011). Transitions between the preschool, the preschool-class and the school, a matter of educational challenges and experiences of participation. In: : . Paper presented at Education from birth: Research, practices and educational policyVenue: Geneva - LausanneDates: 14th - 17th September 2011.
Öppna denna publikation i ny flik eller fönster >>Transitions between the preschool, the preschool-class and the school, a matter of educational challenges and experiences of participation
2011 (Engelska)Konferensbidrag, Enbart muntlig presentation (Refereegranskat)
Nyckelord
transitions, educational settings, participation
Nationell ämneskategori
Didaktik
Forskningsämne
didaktik
Identifikatorer
urn:nbn:se:mdh:diva-29259 (URN)
Konferens
Education from birth: Research, practices and educational policyVenue: Geneva - LausanneDates: 14th - 17th September 2011
Projekt
Borderlands, Bridges and Rites of Passage – Understanding Children’s Learning Journeys from Preschool into School
Tillgänglig från: 2015-09-29 Skapad: 2015-09-29 Senast uppdaterad: 2016-02-25Bibliografiskt granskad
Garpelin, A., Kallberg, P., Ekström, K. & Sandberg, G. (2010). How to organise transitions between units in preschool: Does it matter?. International journal of transitions in childhood, 4, 4-12
Öppna denna publikation i ny flik eller fönster >>How to organise transitions between units in preschool: Does it matter?
2010 (Engelska)Ingår i: International journal of transitions in childhood, ISSN 1833-2390, Vol. 4, s. 4-12Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

The aim of this study is, to deepen our understanding of what transitions within a preschool institution mean from the perspective of those involved. The issue is important to focus on, since an overview of research shows, that there are hardly any studies made on transitions within preschools. In the study presented nine preschool teachers were interviewed, representing two preschools differing in approach regarding how the transitions between different units were organised. One of the preschools had “marked” transitions between four units for groups of children strictly based on age. The transitions were perceived as a matter of course, as something natural. The other preschool with only two groups, one for younger children and one for older children, had “smoother” transitions based on individual considerations. Here, the maturity of the individual child was taken into account. In the interpretation of the results, in order to gain a deeper understanding of the meaning of the transitions for the people involved, using the concept of rites of passage, two approaches were revealed. The first regarded transitions to be a part of the pedagogy, supporting the natural development of the child, as a rite of passage, leaving one social stage in their life and move over to another. The second saw transitions as necessary due to external factors, trying to attain a pedagogical environment, where transitions were as smooth as possible, with no marked rites of passage, not for the individual, not for the collective.

Ort, förlag, år, upplaga, sidor
Melbourne, Australia: Faculty of Education, University of Melbourne, 2010
Nyckelord
pedagogy, priming event, rites of passage, teacher perspective, transition in preschool
Nationell ämneskategori
Samhällsvetenskap Pedagogik
Forskningsämne
didaktik
Identifikatorer
urn:nbn:se:mdh:diva-13082 (URN)
Projekt
Transitions during the years of early childhood as critical incidents for child development, participation and marginalisation
Forskningsfinansiär
Vetenskapsrådet, 2007-631
Tillgänglig från: 2011-10-05 Skapad: 2011-10-05 Senast uppdaterad: 2016-01-22Bibliografiskt granskad
Garpelin, A., Ekström, K., Kallberg, P. & Sandberg, G. (2008). Transitions in Early Childhood Education. In: : . Paper presented at The ECER meeting in Gothenburg, 2008.
Öppna denna publikation i ny flik eller fönster >>Transitions in Early Childhood Education
2008 (Engelska)Konferensbidrag, Publicerat paper (Refereegranskat)
Nationell ämneskategori
Utbildningsvetenskap
Identifikatorer
urn:nbn:se:mdh:diva-29160 (URN)
Konferens
The ECER meeting in Gothenburg, 2008
Tillgänglig från: 2015-09-27 Skapad: 2015-09-27 Senast uppdaterad: 2015-10-29Bibliografiskt granskad
Organisationer
Identifikatorer
ORCID-id: ORCID iD iconorcid.org/0000-0001-8054-5219

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