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  • 1. Carlhed, Carina
    et al.
    Karlsson Vestman, Ove
    Åman, Kerstin
    Vart leder Kvalitetstrappan?: Utvärdering av Pysslingens självutvärderingssystem2008Report (Other (popular science, discussion, etc.))
  • 2.
    Göransson, Kerstin
    et al.
    Mälardalen University, School of Education, Culture and Communication.
    Luttropp, Agneta
    Mälardalen University, School of Education, Culture and Communication.
    Åman, Kerstin
    Mälardalen University, School of Education, Culture and Communication.
    Country report Sweden2008In: Early Childhood Education in Inclusive Settings - Erstausgabe: Basis, Background and Framework of Inclusive Early Education in Five European Countries (France, Germany, Hungary, Portugal and Sweden),, Siegen: Comenius/ECEIS , 2008Chapter in book (Other academic)
  • 3.
    Hellblom-Thibblin, Tina
    et al.
    Mälardalen University, School of Education, Culture and Communication.
    Klang, Nina
    Mälardalen University, School of Education, Culture and Communication.
    Åman, Kerstin
    Mälardalen University, School of Education, Culture and Communication.
    Biopsychosocial model and the ICF-CY in in-service training: general educators' reflections2012In: International journal of developmental disabilities, ISSN 2047-3869, Vol. 58, no 1, p. 12-19Article in journal (Refereed)
  • 4.
    Åman , Kerstin
    et al.
    Mälardalen University, School of Education, Culture and Communication.
    Lindberg, M
    Från lekotekarie till specialpedagog: En förändrad roll och anpassad kompetens, ett beforskat praktikerperspektiv2006In: Delaktighet och Evidens, 2006Conference paper (Refereed)
  • 5.
    Åman, Kerstin
    Mälardalen University, Department of Social Sciences.
    Specialpedagogens roll inom tidig intervention - att beskriva och analysera dimensioner av professionell kompetens.: Delstudie 1 - Dokumentation av en yrkesgrupps reflexioner kring professionen.2002Report (Other (popular science, discussion, etc.))
  • 6.
    Åman, Kerstin
    Mälardalen University, Department of Social Sciences.
    Specialpedagogens roll inom tidig intervention - att beskriva och analysera dimensioner av professionell kompetens: Delstudie 2 - En enkätstudie om pedagoger vid barn- och ungdomshabiliteringar2004Report (Other academic)
  • 7.
    Åman, Kerstin
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    TRADITION OCH UTMANINGAR: En Jubileumsskrift om 50 år av förskollärarutbildningvid Mälardalens högskola2014Report (Other academic)
  • 8.
    Åman, Kerstin
    Mälardalen University, School of Education, Culture and Communication.
    Vad innebär "Ögonblickets pedagogik?": Om specialpedagogers samtal om kompetens2008In: Specialpedagogisk tidskrift – Att undervisa, ISSN 2000-429X, no 5Article in journal (Other (popular science, discussion, etc.))
  • 9.
    Åman, Kerstin
    Mälardalen University, Department of Social Sciences.
    Ögonblickets pedagogik: Yrkesgrupper i samtal om specialpedagogisk kompetens vid barn- och ungdo4mshabiliteringen2006Doctoral thesis, monograph (Other scientific)
  • 10.
    Åman, Kerstin
    et al.
    Mälardalen University, School of Education, Culture and Communication.
    Karlsson, Maria
    Mälardalen University, School of Education, Culture and Communication.
    Competence and development of practioners’ in early childhood intervention in intra- and interprofessional perspective: Intra- Professional /Inter-Professional Perspective2011In: Third Conference of the International Society on Early Intervention, New York 2011, 2-5 May:   / [ed] Mike Guralnick, 2011Conference paper (Refereed)
    Abstract [en]

    Different organizations in Sweden offer early childhood intervention to children with disabilities and their families, usually organized as inter-professional practice. In our presentation we will give a meta-analysis out of the methodological procedures and results of empirical studies made in different professional groups. We will discuss competence and development as well as the social interaction of professionals involved in early intervention.

    Social interaction in groups of special needs educators makes more of dialogical reflection than critical discussion. Groups documenting their meetings focus on the content of discussions rather than the structure of the meetings. Group discussions increase possibilities for meta-level reflection. Inter-professional groups tend to focus on the general competence rather than on specific expert skills. Special needs educators show a communicative skill adapted to the commission of communicating with children and parents everyday talk rather than in a meta-theoretical level of language. There is ambivalence among the professionals when talking about their own progress during work based training, pride in the individual knowledge on the one hand and onthe other reflection of new insights.

    Research methods used are focus groups, questionnaires, stimulated recall and discussion protocols. These interactive research methods include feedback process which contributes to awareness and insight of professional competence in early childhood intervention. Extensive programs of education, research and teacher education or qualified dialogue on these matters could constitute proper arenas for the realization of these ambitions. Demanding conversations on shared problems of theory and practice, and their interrelationships, may help to integrate principled arguments with contextual complexity in systematic ways that could hopefully bring important validity claims to the fore of professional conduct.

  • 11.
    Åman, Kerstin
    et al.
    Mälardalen University, Department of Social Sciences.
    Lindberg, Marianne
    From Toy Librarian to Special Educator.2005In: 10th International Toy Library Conference “Building a Better World Through Play, 2005Conference paper (Other (popular scientific, debate etc.))
1 - 11 of 11
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