mdh.sePublications
Change search
Refine search result
1 - 29 of 29
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Rows per page
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sort
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
Select
The maximal number of hits you can export is 250. When you want to export more records please use the Create feeds function.
  • 1.
    Johansson, I.
    et al.
    Mälardalen University, Department of Social Sciences.
    Sandberg, Anette
    Mälardalen University, Department of Social Sciences.
    Vuorinen, Tuula
    Mälardalen University, Department of Social Sciences.
    Network-based practitioner research - What is it all about?: Some experiences from Swedish pre-schools2006In: Transforming knowledge, 2006Conference paper (Refereed)
  • 2. Johansson, I.
    et al.
    Sandberg, Anette
    Mälardalen University, Department of Social Sciences.
    Vuorinen, Tuula
    Mälardalen University, Department of Social Sciences.
    Practitioner oriented research as a tool for professional development2006In: Democracy and Culture in Early Childhood Education, 2006Conference paper (Refereed)
  • 3.
    Johansson, Inge
    et al.
    Stockholm Inst Educ, Sweden.
    Sandberg, Anette
    Mälardalen University, Department of Social Sciences.
    Vuorinen, Tuula
    Mälardalen University, Department of Social Sciences.
    Practitioner oriented research as a tool for professional development2007In: European Early Childhood Education Research Journal, ISSN 1350-293X, E-ISSN 1752-1807, Vol. 15, no 2, p. 151-166Article in journal (Refereed)
    Abstract [sv]

    The aim of this study was to analyse how a model for practitioner-oriented research can be used as a tool for professional development in the preschool. The focus of interest is the type of knowledge that is formed when researchers and preschool staff cooperate on local projects, and what this new knowledge means for the images of professional competence among staff and their regard to the research concept. The intention was to gain useful knowledge from experiences critically reflected in a team, related to theory and tested in local practice. The participants consisted of fifteen working-teams from preschools in two Swedish cities, together with three university-based researchers. After an introduction from the researchers, each team chose a theme. This was grounded in their local practice and was done over a period of eight months. During this period, the staff regularly met with each other in mixed groups and had supervision from the researchers. The results from the projects were documented and presented for all participants. The researchers further analysed these documents. Before and after the project, participants were asked to complete a questionnaire and were interviewed once. The results showed that the staff generally had a positive picture of the relevance of research-based knowledge for their developmental work, and increased their ability to use the group for constructive critical reflection on their professional work in preschool. The results are also discussed in relation to theories of group learning and situated learning.

  • 4.
    Sandberg, Anette
    et al.
    Mälardalen University, Department of Social Sciences.
    Johansson, I.
    Vuorinen, Tuula
    Mälardalen University, Department of Social Sciences.
    Praktikerorienterad forskning: Ett verktyg för professionell utveckling2006Report (Other academic)
  • 5.
    Sandberg, Anette
    et al.
    Mälardalen University, Department of Social Sciences.
    Vuorinen, Tuula
    Mälardalen University, Department of Social Sciences.
    Barndomens lekarenor2005Report (Other academic)
  • 6.
    Sandberg, Anette
    et al.
    Mälardalen University, School of Education, Culture and Communication.
    Vuorinen, Tuula
    Mälardalen University, School of Education, Culture and Communication.
    Barndomens lekmiljöer - förr och nu2008In: Miljöer för lek, lärande och samspel, Lund: Studentlitteratur , 2008, p. 13-36Chapter in book (Other (popular science, discussion, etc.))
  • 7.
    Sandberg, Anette
    et al.
    Mälardalen University, Department of Social Sciences.
    Vuorinen, Tuula
    Mälardalen University, Department of Social Sciences.
    Barns uppfattningar om lek ur ett genusperspektiv2007Report (Other (popular science, discussion, etc.))
  • 8.
    Sandberg, Anette
    et al.
    Mälardalen University, School of Education, Culture and Communication.
    Vuorinen, Tuula
    Mälardalen University, School of Education, Culture and Communication.
    Dimensions of childhood play and toys2008In: Asia-Pacific Journal of Teacher Education, ISSN 1359-866X, E-ISSN 1469-2945, Vol. 36, no 2, p. 135-146Article in journal (Refereed)
    Abstract [en]

    The purpose of this article is to describe and analyse play through a contemporary historical perspective, based upon pre-school teachers’, studentsmajoring in education, and teacher education students’ descriptions of memories from their childhood regarding play and toys. The overall method is retrospective. The data consists of 111 interviews with pre-school teachers andstudents. When comparing younger and older participants’ memories of play, the increased welfare, women’s entry into working life, urbanisation, secularisation and an increased range of media, all stand out as differentiating factors. These changes in society are partly reflected in the external conditions of play, but also in play content.

  • 9.
    Sandberg, Anette
    et al.
    Mälardalen University, Department of Social Sciences.
    Vuorinen, Tuula
    Mälardalen University, Department of Social Sciences.
    Dimensions of childhood play environments2006In: Education Widens Democracy­ - Or?: NFPF´s and NERA´s 34th Congress, Örebro, Sweden, 9-11 March, 2006Conference paper (Refereed)
  • 10.
    Sandberg, Anette
    et al.
    Mälardalen University, Department of Social Sciences.
    Vuorinen, Tuula
    Mälardalen University, Department of Social Sciences.
    Experiences from Play Environments2007Conference paper (Refereed)
  • 11.
    Sandberg, Anette
    et al.
    Mälardalen University, Department of Social Sciences.
    Vuorinen, Tuula
    Mälardalen University, Department of Social Sciences.
    Forskning i förskolans värld ­ framtiden skapas i barnen2005In: Forskning som berör lärande, Mälardalens högskola, 28 jan, 2005Conference paper (Other academic)
  • 12.
    Sandberg, Anette
    et al.
    Mälardalen University, Department of Social Sciences.
    Vuorinen, Tuula
    Mälardalen University, Department of Social Sciences.
    Forskningsplattform för förskolan: Framtiden skapas i barnen2004Report (Other academic)
  • 13.
    Sandberg, Anette
    et al.
    Mälardalen University, Department of Social Sciences.
    Vuorinen, Tuula
    Mälardalen University, Department of Social Sciences.
    From hayloft to own room: Girls play environments2006In: Interaction in Outdoor Play Environments: Gender, Culture and Learning, Stockholm: Stockholm Institute of Education, Department of Human Development, Learning and Special Education , 2006, p. 1-22Chapter in book (Refereed)
  • 14.
    Sandberg, Anette
    et al.
    Mälardalen University, School of Education, Culture and Communication.
    Vuorinen, Tuula
    Mälardalen University, School of Education, Culture and Communication.
    Lärarkompetens i tiden2009Conference paper (Other academic)
  • 15.
    Sandberg, Anette
    et al.
    Mälardalen University, School of Education, Culture and Communication.
    Vuorinen, Tuula
    Mälardalen University, School of Education, Culture and Communication.
    Preschool – home cooperation in change2008In: International Journal of Early Years Education, ISSN 0966-9760, Vol. 16, no 2, p. 151-161Article in journal (Refereed)
    Abstract [en]

    The purpose of this study is to bring forth preschool teachers’ and parents’ views on both established and future forms of cooperation between the preschool and home. The empirical sample is based on both individual and focus-group interviews. Results show that cooperation mainly revolves around the individual child. The form of cooperation that is the least established among both preschool teachers and parents tends to be the parent council. It is concluded that it is important for preschool teachers to provide varied and rich forms of cooperation, as different forms of cooperation appeal to different parents. With a wide range, there is a possibility to reach all parents.

  • 16.
    Sandberg, Anette
    et al.
    Mälardalen University, Department of Social Sciences.
    Vuorinen, Tuula
    Mälardalen University, Department of Social Sciences.
    Pre-school ­Home Cooperation in Change2006In: Education Widens Democracy - Or?, 2006Conference paper (Refereed)
  • 17.
    Sandberg, Anette
    et al.
    Mälardalen University, Department of Social Sciences.
    Vuorinen, Tuula
    Mälardalen University, Department of Social Sciences.
    Preschool teachers’ and Parents’ Views on Forms of Cooperation2006In: Democracy and Culture in Early Childhood Education, 2006Conference paper (Refereed)
  • 18.
    Sandberg, Anette
    et al.
    Mälardalen University, School of Education, Culture and Communication.
    Vuorinen, Tuula
    Mälardalen University, School of Education, Culture and Communication.
    Reflecting the child: Play memories and images of the child2010In: Engaging Play / [ed] Brooker, Liz; Edwards, Susan, Open University Press, 2010, p. 54-66Chapter in book (Other academic)
  • 19.
    Sandberg, Anette
    et al.
    Mälardalen University, Department of Social Sciences.
    Vuorinen, Tuula
    Mälardalen University, Department of Social Sciences.
    The future is created by and within children2007In: Australian Journal of Early Childhood, ISSN 0312-5033, Vol. 32, no 2, p. 1-7Article in journal (Refereed)
  • 20.
    Sandberg, Anette
    et al.
    Mälardalen University, School of Education, Culture and Communication.
    Vuorinen, Tuula
    Mälardalen University, School of Education, Culture and Communication.
    Sheridan, Sonja
    Göteborgs Universitet, Sweden.
    Williams, Pia
    Göteborgs Universitet, Sweden.
    Preschool teacher’s views of competence in relation to home and preschool2010Conference paper (Refereed)
  • 21.
    Sheridan, Sonja
    et al.
    University of Gothenburg, Gothenburg, Sweden.
    Williams, Pia
    University of Gothenburg, Gothenburg, Sweden.
    Sandberg, Anette
    Mälardalen University, School of Education, Culture and Communication.
    Vuorinen, Tuula
    Mälardalen University, School of Education, Culture and Communication.
    Preschool teaching in Sweden: a profession in change2011In: Educational research (Windsor. Print), ISSN 0013-1881, E-ISSN 1469-5847, Vol. 53, no 4, p. 415-437Article in journal (Refereed)
    Abstract [en]

    Background:  Historically, the meaning of teacher competence has changed and is continuously being re-constructed along with changes in society as well as with shifting values and intentions in preschool guidelines and curricula. Over the past decade, Swedish preschool has been incorporated as a part of the educational system, and has received its own national curriculum, which recently, has been revised. A new preschool teacher education has been initiated. All these changes influence preschool practice, conditions for teachers' pedagogical work and children's learning, and as a consequence, the meaning that teachers ascribe to teacher competence.

    Purpose: The aim of this study is to investigate the meaning given to preschool teacher competence by Swedish preschool teachers. Focus is directed towards teachers' descriptions of their approach and their communication and interaction with children in relation to the overall goals of the preschool curriculum.

    Sample: The study was carried out in Sweden and the sample consist of 15 preschools in the country's two major cities, Stockholm and Gothenburg, and 15 preschools from the rural area of Mälardalen in mid-Sweden. Both of the urban regions and the rural area are stratified to represent districts that differ geographically, demographically, ethnically, and which include varied socio-economic structures. From each of the 30 preschools, one preschool class/group and one preschool teacher were recruited as participants. All except one of the teachers were women.

    Design and method: The study is based on interactionist perspectives and draws on Bronfenbrenner's ecological systems theory and a critical ecology of the early childhood profession. To study teacher competence, the method chosen was individual, and semi-structured interviews that lasted 60–120 minutes were recorded and transcribed verbatim. The analysis is qualitative and focuses on key questions that were asked of all participants. The analyses aimed to discern similarities and differences, and distinguished between competences teachers said that they have and competences they wanted to develop, such as knowledge, skills and attitudes and whether these competences were understood as static, situational and/or dynamic.

    Result: Three intertwined dimensions of teacher competences emerged. These dimensions are mutually interdependent, inseparable and constitute the meaning given by the teachers to teacher competence as a whole. These are: Competence of knowing what and why, Competence of know-how, and Interactive, relational and transactional competence. These dimensions highlight teacher competence as a complex, multidimensional and relational phenomenon, constituted from interacting abilities. The participating teachers have a broad multidisciplinary knowledge, which needs to be deepened within specific areas such as, mathematics, ICT, science etc.

    Conclusion: Being a part of complex ecological system with increasingly global dimensions, preschool teaching is a profession in change. Preschool teacher competence is constituted in the intersection of values, knowledge and ideologies on different system levels. In line with changing policy and curriculum intentions teachers create shared understandings of the meaning of teacher competence both for today and tomorrow. Based on these beliefs teachers create conditions for children's learning in preschool practice.

  • 22.
    Sheridan, Sonja
    et al.
    Göteborgs Universitet, Sweden.
    Williams, Pia
    Göteborgs Universitet, Sweden.
    Sandberg, Anette
    Mälardalen University, School of Education, Culture and Communication.
    Vuorinen, Tuula
    Mälardalen University, School of Education, Culture and Communication.
    Teacher competence in preschool ­ a multidimensional phenomenon.2009In: Fostering Communities of Learners, 2009Conference paper (Refereed)
  • 23.
    Vuorinen, Tuula
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Quality and Ethics in Inductive Research2015In: Children and Young People in School and in Society / [ed] Anders Garpelin och Anette Sandberg, Nova Science Publishers, Inc., 2015, p. 173-185Chapter in book (Refereed)
    Abstract [en]

    An inductive research approach, influenced by constructive grounded theory, can not only generate interesting findings and conclusions but also raise questions concerning ethics and quality during the process of gathering and analyzing data through qualitative interviews. The aim of this chapter is to describe and discuss methodological and ethical issues that arise when conducting research within a specific interpretative research tradition in settings that are highly familiar to the researcher. Such familiarity can be seen as a weakness, since norms and values can be shared with interviewees and therefore taken for granted, yet it can offer a possibility to see through rhetoric and distinguish authentic “backstage” glimpses of everyday concerns in a particular field. Interviews conducted at workplaces also include some amount of unintentional observations, for the researcher enters an environment that speaks to the visitor through its organization and through the ways staff members respond to visitors (and each other) during the visitor’s stay. Questions discussed in this chapter concern the difficulty of balancing ethical concerns with quality in qualitative research.

  • 24.
    Vuorinen, Tuula
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    "Remote parenting': parents' perspectives on, and experiences of, home and preschool collaboration2018In: European Early Childhood Education Research Journal, ISSN 1350-293X, E-ISSN 1752-1807, Vol. 26, no 2, p. 201-211Article in journal (Refereed)
    Abstract [en]

    This article explores parents' perspectives on, and experiences of, home and preschool collaboration. The data consist of in-depth interviews with 10 parents with one or several children attending preschool. The research process of gathering and analyzing data follows the procedures of constructivist grounded theory. The results show how parents seek to practice remote parenting' in order to shoulder their parental responsibilities for their child's well-being and care while they are away from their child. Parents approach situations they find difficult at preschool in different ways, including staying in the preschool and appreciating the collaboration with practitioners, working for change, coping with the situation, or changing preschools. Parents' experiences of home and preschool collaboration differ in significant ways, and there is, therefore, a need to visualize and discuss norms and values that shape the conditions for parental collaboration. The results might be useful for stakeholders and policy-makers on different levels.

  • 25.
    Vuorinen, Tuula
    Mälardalen University, School of Education, Culture and Communication.
    Supporting Parents in their Parental Role: Approaches Practiced by Preschool Teachers in Preschool2010In: International Journal about Parents in Education, ISSN 1973-3518, E-ISSN 1973-3518, ISSN 1973-3518, Vol. 4, no 1, p. 65-75Article in journal (Refereed)
    Abstract [en]

    The purpose of this paper is to analyze and discuss preschool teachers’ supportive approaches when supporting parents within their profession. Questions addressed are; what kind of supporting approaches do preschool teachers practice to strengthen parents in their parental role? Which theoretical frameworks do preschool teachers use when supporting parents in their parental role? Results, based on interviews with 30 preschool teachers in Sweden, show that the participating preschool teachers share an ambition to support and strengthen parents in their parental role. To do so preschool teachers practice and use different approaches - the teambuilding-, the reflective-, the expert-, the delimited- and the personal approach. The approaches used in practice do not, however, always serve their purpose, but on the contrary, preschool teachers may weaken parents’ self-efficacy. The different approaches also show that preschool teachers not always “preach as they teach”, using different theoretical perspectives in their collaboration with parents as they do in their own practice at preschool. The results from this study are important to reach a deeper understanding for underlying factors, as e. g. different views of children, in preschool andhome collaboration.

  • 26.
    Vuorinen, Tuula
    et al.
    Mälardalen University, Department of Social Sciences.
    Sandberg, Anette
    Mälardalen University, Department of Social Sciences.
    Attitudes and values towards play and toys - reflections over time.2007Conference paper (Refereed)
  • 27.
    Vuorinen, Tuula
    et al.
    Mälardalen University, School of Education, Culture and Communication.
    Sandberg, Anette
    Mälardalen University, School of Education, Culture and Communication.
    Values and attitudes about play – viewed from a contemporary historical perspective.2008In: “The new goal-orientation of research strategies”, 2008Conference paper (Refereed)
  • 28.
    Vuorinen, Tuula
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Sandberg, Anette
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Sheridan, Sonja
    Göteborgs Universitet.
    Williams, Pia
    Göteborgs Universitet.
    Preschool teachers' views on competence in the context of home and preschool collaboration2013In: Early Child Development and Care, ISSN 0300-4430, E-ISSN 1476-8275, ISSN 0300-4430, Vol. 184, no 9, p. 149-159Article in journal (Refereed)
    Abstract [en]

    The purpose of this article is to analyse and discuss preschool teachers' views regarding competence within their profession in the context of home and preschool collaboration. The question addressed is as follows: In what situations do preschool teachers perceive that their competence becomes visible for parents? The results, based on interviews with 30 preschool teachers, show that preschool teachers work consciously to draw attention to specific competencies related to children's learning and development and the preschool curriculum. The ability to establish dialogue with parents and gain their trust is seen as particularly important for establishing and maintaining collaboration between preschool and the home. Furthermore, the participants recognise that parents seek their competence in daily matters concerning the child's well-being. The competencies that preschool teachers emphasise and those they believe parents ask for do not, therefore, always coincide. The results of this study can contribute to a better understanding of the prerequisites for preschool–home collaboration.

  • 29.
    Vuorinen, Tuula
    et al.
    Mälardalen University, School of Education, Culture and Communication.
    Sandberg, Anette
    Mälardalen University, School of Education, Culture and Communication.
    Sheridan, Sonja
    Göteborgs Universitet, Sweden.
    Williams, Pia
    Göteborgs Universitet, Sweden.
    Supporting or showing off?: Teachers views of competence and teachers assignment in relation to parenthood.2009In: Diversity in Education, 2009Conference paper (Refereed)
1 - 29 of 29
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf