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Ehrlin, A. & Tivenius, O. (2018). Music in preschool class: A quantitative study of factors that determine the extent of music in daily work in Swedish preschool classes. International Journal of Music Education, 36(1), 17-33
Open this publication in new window or tab >>Music in preschool class: A quantitative study of factors that determine the extent of music in daily work in Swedish preschool classes
2018 (English)In: International Journal of Music Education, ISSN 0255-7614, E-ISSN 1744-795X, ISSN 0255-7614, Vol. 36, no 1, p. 17-33Article in journal (Refereed) Published
Abstract [en]

The aim of this article is to highlight what opportunities a six year old in preschool class in Sweden might have for participating in and being inspired by music. We ask the following question: What factors determine how music teaching is conceived and carried out in preschool class? The present study is quantitative in character, and data were collected by means of a survey sent out to all teachers working with preschool classes in a Swedish city. We have brought a hermeneutic approach to bear on our comprehensive interpretations. Our conclusion, and the answer to the research question, is that the fundamental view of music education determines to what extent music teaching occurs, and how it is carried out, in preschool class.

Keywords
music, education, preschool class
National Category
Educational Sciences
Research subject
Didactics
Identifiers
urn:nbn:se:mdh:diva-35321 (URN)10.1177/0255761417689920 (DOI)000424749000003 ()
Available from: 2017-05-15 Created: 2017-05-15 Last updated: 2018-02-22Bibliographically approved
Eva, I., Ehrlin, A. & Stranne, S. (2017). Assessment and recognition in the music and history classroom: A challenge for teacher Autonomy. International Journal of Pedagogies and Learning, 12(1), 63-74
Open this publication in new window or tab >>Assessment and recognition in the music and history classroom: A challenge for teacher Autonomy
2017 (English)In: International Journal of Pedagogies and Learning, E-ISSN 1833-4105, E-ISSN 1833-4105, Vol. 12, no 1, p. 63-74Article in journal (Refereed) Published
Keywords
assessment, education, music, history
National Category
Educational Sciences
Research subject
Didactics
Identifiers
urn:nbn:se:mdh:diva-35323 (URN)
Available from: 2017-05-15 Created: 2017-05-15 Last updated: 2017-12-28Bibliographically approved
Ehrlin, A. & Gustafsson, H.-O. (2017). El Sistema i två svenska förskolor - Musikpedagogik (1ed.). In: Anders Garpelin och Anette Sandberg (Ed.), Barn och unga i Skola och Samhälle: (pp. 158-177). Västerås: MSES Mälardalen Studies in Educational Sciences nr 31
Open this publication in new window or tab >>El Sistema i två svenska förskolor - Musikpedagogik
2017 (Swedish)In: Barn och unga i Skola och Samhälle / [ed] Anders Garpelin och Anette Sandberg, Västerås: MSES Mälardalen Studies in Educational Sciences nr 31 , 2017, 1, p. 158-177Chapter in book (Refereed)
Place, publisher, year, edition, pages
Västerås: MSES Mälardalen Studies in Educational Sciences nr 31, 2017 Edition: 1
Series
Mälardalen Studies in Educational Sciences ; 31
Keywords
El Sistema, förskola, musik, glädje, inkludering
National Category
Social Sciences Educational Sciences
Research subject
Didactics
Identifiers
urn:nbn:se:mdh:diva-36181 (URN)978-91-7485-326-1 (ISBN)
Available from: 2017-08-10 Created: 2017-08-10 Last updated: 2017-09-27Bibliographically approved
Ehrlin, A. & Gustafsson, H.-O. (2016). How do preschool student teachers think of themself according to their musical knowledge and interest?. The Changing Face of Music and Art Education, 8, 5-16
Open this publication in new window or tab >>How do preschool student teachers think of themself according to their musical knowledge and interest?
2016 (English)In: The Changing Face of Music and Art Education, ISSN 2228-0715, Vol. 8, p. 5-16Article in journal (Refereed) Published
Keywords
music, preschool teacher student
National Category
Humanities and the Arts Educational Sciences
Research subject
Didactics
Identifiers
urn:nbn:se:mdh:diva-36182 (URN)
Available from: 2017-08-10 Created: 2017-08-10 Last updated: 2018-01-26Bibliographically approved
Ehrlin, A. & Lilliedahl, J. (2016). Kartläggning och inkludering av nyanlända elevers kunskaper - exemplet musik (1ed.). In: Lahdenperä, Pirjo & Sundgren, Eva (Ed.), Skolans möte med nyanlända: (pp. 49-64). Stockholm: Liber
Open this publication in new window or tab >>Kartläggning och inkludering av nyanlända elevers kunskaper - exemplet musik
2016 (Swedish)In: Skolans möte med nyanlända / [ed] Lahdenperä, Pirjo & Sundgren, Eva, Stockholm: Liber, 2016, 1, p. 49-64Chapter in book (Other academic)
Place, publisher, year, edition, pages
Stockholm: Liber, 2016 Edition: 1
National Category
Humanities Educational Sciences
Research subject
Didactics
Identifiers
urn:nbn:se:mdh:diva-33019 (URN)978-91-47-12219-6 (ISBN)
Available from: 2016-08-31 Created: 2016-08-31 Last updated: 2017-01-02Bibliographically approved
Ehrlin, A. (2016). The transformation of creativity in entrepreneurial learning in teacher education: a critical reflection.. Australian Journal of Teacher Education, 41(6), 35-51
Open this publication in new window or tab >>The transformation of creativity in entrepreneurial learning in teacher education: a critical reflection.
2016 (English)In: Australian Journal of Teacher Education, ISSN 1835-517X, Vol. 41, no 6, p. 35-51Article in journal (Refereed) Published
Abstract [en]

The purpose of this study is to examine how students on a teacher education programme interpret entrepreneurial learning. The study was performed in Sweden, based on a design theoretical and multimodal perspective on learning and communication which provides the basis for how we understand learning processes in early teacher education. The sample consists of course literature, teachers' PowerPoint presentations and handouts, and narrative texts written by students. The meaning given to entrepreneurial learning is presented from the analysis of the setting, in the teaching materials and the transformation in the students' texts. We conclude that entrepreneurial learning seeks to challenge traditional, authoritarian ways of teaching. However, it appears to be necessary in order to develop entrepreneurial abilities. There is a difficulty in finding a balance between control and freedom.

Keywords
entrepreneurial learning
National Category
Educational Sciences
Research subject
Didactics
Identifiers
urn:nbn:se:mdh:diva-33017 (URN)10.14221/ajte.2016v41n6.3 (DOI)000386116000003 ()2-s2.0-84996848687 (Scopus ID)
Available from: 2016-08-31 Created: 2016-08-31 Last updated: 2017-11-21Bibliographically approved
Insulander, E., Ehrlin, A. & Sandberg, A. (2015). Entrepreneurial learning in Swedish preschools: Possibilities for and constraints on children's active participation. Early Child Development and Care, 185(10), 1545-1555
Open this publication in new window or tab >>Entrepreneurial learning in Swedish preschools: Possibilities for and constraints on children's active participation
2015 (English)In: Early Child Development and Care, ISSN 0300-4430, E-ISSN 1476-8275, Vol. 185, no 10, p. 1545-1555Article in journal (Refereed) Published
Abstract [en]

The website of the Swedish National Agency for Education states that preschools are to promote entrepreneurial learning. Many Swedish preschools, therefore, have started to work consciously with entrepreneurial learning as a way of fostering pupils' creativity and ability to make their own decisions. This article investigates whether and how children in different preschool settings receive support and recognition in their efforts to make sense of the world around them. Nine preschool teachers and children from three preschools participated. Three video observations were conducted focusing on the work of each team of teachers. Our study challenges the assumption that an entrepreneurial learning design enhances pupils' learning, creativity, and decision-making. Even though the ambition is to encourage such abilities, our observations demonstrate that the learning design and setting do not always give children the opportunity to be creative. © 2015 Taylor & Francis.

Keywords
children, entrepreneurial learning, participation, preschool
National Category
Educational Sciences
Identifiers
urn:nbn:se:mdh:diva-28729 (URN)10.1080/03004430.2015.1007967 (DOI)2-s2.0-84938997480 (Scopus ID)
Available from: 2015-08-21 Created: 2015-08-21 Last updated: 2017-12-04Bibliographically approved
Ehrlin, A. & Gustavsson, H.-O. (2015). How do preschool teacher students think of themselves according to knowledge and interest in music?. In: : . Paper presented at MERYC-2015 the 7th Conference of the European Network of Music Educators and Researchers of Young Children. 5- 9 maj 2015, Tallin, Estland..
Open this publication in new window or tab >>How do preschool teacher students think of themselves according to knowledge and interest in music?
2015 (English)Conference paper, Oral presentation only (Refereed)
Abstract [en]

At a few universities in Sweden students can chose a preschool teacher education program with a music profile. At one of these universities a study is undertaken aimed to reach knowledge that can be useful in the developing process of such a profile, and also in the development of the regular preschool teacher program.

Method

In total 16 of 25 students in one course group have participated in focus group interviews and 30 of 32 in another course group have answered a questionnaire.

Aim

The purpose of the paper presentation is to, in light of the described study, discuss the extent to which the design of the current preschool teacher program with music profile contributes to affect students' perceptions of themselves in relation to knowledge and interest in music.

Result

Despite the fact that the majority of students studying preschool teacher education with music profile not have selected the education due it was a music profile most of them say that music is an important part in their lives. Using Smalls (1996) concept musicking our interpretation is that they see themselves as musicking humans. But in relation to their education most of them express that they lack knowledge and competence. One interpretation is that within the framework of the education it have been possible to create motivation and interest, but the students perception of themselves as holder of knowledge associated to music appears more difficult to change.

Conclusions

Learning based on experience from organized 'learning-by-doing-oriented' situations in course sessions do not automatically lead to that those experiences can be transformed into a future professional situation. So, how to support preschool teacher students in becoming musicking preschool teachers?

Keywords
music, preschool teacher, knowledge
National Category
Humanities Educational Sciences
Research subject
Didactics
Identifiers
urn:nbn:se:mdh:diva-28931 (URN)
Conference
MERYC-2015 the 7th Conference of the European Network of Music Educators and Researchers of Young Children. 5- 9 maj 2015, Tallin, Estland.
Available from: 2015-09-15 Created: 2015-09-15 Last updated: 2017-10-31Bibliographically approved
Ehrlin, A. (2015). Music education for all pupils – implications from a case study at a primary and upper primary school in Sweden. In: Anette Sandberg & Anders Garpelin (Ed.), Children and young people in school and in society: (pp. 43-58). New York: Nova Science Publishers, Inc.
Open this publication in new window or tab >>Music education for all pupils – implications from a case study at a primary and upper primary school in Sweden
2015 (English)In: Children and young people in school and in society / [ed] Anette Sandberg & Anders Garpelin, New York: Nova Science Publishers, Inc., 2015, p. 43-58Chapter in book (Refereed)
Abstract [en]

Many primary and upper primary school teachers have a sense of insecurity related to teaching music and that may compromise an equal and democratic education, and the opportunity for all pupils to learn about music. The research from a case study in Sweden shows that teachers’ thoughts on the subject of music and their competence in teaching music affect what they emphasize to be valuable about the subject. Music is legitimized through its contribution to a general level of education as a tool for social development and communicative skills in other subjects, but not through achieving learning to a specific level that can develop pupils’ practical and aesthetic knowledge of music. When legitimizing a school subject like music, it is important to capture all aspects of what music education provides to pupils. The opportunity to experience and develop musicality can not be limited by teachers’ perceptions of, or genuine lack of musical competence. A music education that capture all aspects is important for pupils’ musical development and also for the choices that are possible for them to make as individuals in the future.

 

Place, publisher, year, edition, pages
New York: Nova Science Publishers, Inc., 2015
Keywords
music, school, competence
National Category
Humanities Educational Sciences
Research subject
Didactics
Identifiers
urn:nbn:se:mdh:diva-28934 (URN)2-s2.0-84957009061 (Scopus ID)978-1-63483-495-7 (ISBN)
Available from: 2015-09-15 Created: 2015-09-15 Last updated: 2016-02-18Bibliographically approved
Ehrlin, A. (2015). Musik i förskolan. In: Ylva Hofvander Trulsson & Anna Houmann (Ed.), Musik och lärande i barnets värld: . Lund: Studentlitteratur AB
Open this publication in new window or tab >>Musik i förskolan
2015 (Swedish)In: Musik och lärande i barnets värld / [ed] Ylva Hofvander Trulsson & Anna Houmann, Lund: Studentlitteratur AB, 2015Chapter in book (Other (popular science, discussion, etc.))
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2015
Keywords
musik, förskola, skola, barn
National Category
Humanities Educational Sciences
Identifiers
urn:nbn:se:mdh:diva-28932 (URN)978-91-44-08558-6 (ISBN)
Available from: 2015-09-15 Created: 2015-09-15 Last updated: 2017-10-25Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-9318-1151

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