Från görande till lärande och förståelse; En studie av lärares lärande inom estetik

Abstract

The aim of this article is to analyse teachers' changing ways of talking about children's aesthetic learning in the early years as a result of a research and development project. With a point of departure in developmental and variation theory, a praxis oriented project was designed with the aim of finding out whether collaborative talk and meta-cognitive dialogues could contribute to children's learning of music, dance and poetry. The participating teachers were offered in-service training in order to develop a new way of teaching and new ways of thinking about the curriculum and children's learning. Interviews with the teachers were carried out at the beginning and the end of the project. The teachers' learning was expressed in changed ways of talking about aesthetics and learning. From an emphasis on personality development and the teacher's lack of expertise with the aesthetic subjects as an obstacle, the teachers expressed a view of having become more aware of the concept of learning objects in the aesthetics, of their own role as teachers in directing children's attention and to listen to children. The teachers thus gained a new way of talking about themselves as teachers and about children's learning within music, dance and poetry.

Continuous professional development and ECEC quality: Findings from a European systematic literature review

“…Abstracts and titles screened n=1551 in Swedish (Asplund Carlsson et al, 2008;R€ onnerman, 2008) and the remaining three in Dutch (Peeters, 1993), German (Richter, 2012) and Slovenian (Vonta et al, 2007). We involved country experts in data extraction that was relevant for the in-depth review.…”

Preschool teachers' skills in teaching music: two steps forward one step back

“…However, there are studies showing that teachers' content knowledge in music do have positive effects on practice. That the teachers reflect on the importance of music in itself can be regarded as important in order to focusing children's ability to develop musical knowledge and making musical experiences (Asplund Carlsson et al, 2008;Still, 2011). Teachers in early childhood education also need insight into the development of a child's singing voice, and knowledge about what keys can fit children's developing voices (McAllister & Södersten, 2007).…”

“…In preschool and primary school, it has been shown that many musical activities are enacted without teachers reflecting about the content and without considerations of the pedagogy being used (Asplund Carlsson, Pramling, & Pramling Samuelsson, 2008;Still, 2011). However, there are studies showing that teachers' content knowledge in music do have positive effects on practice.…”

An Activity Theory View on Learning Studies

“…Pang and Marton (2003) described variation theory as the theoretical underpinning of the learning study approach, and the socalled object of learning is of vital importance in this theory (Pang and Marton 2005). It is important to clearly specify the object of learning (Asplund Carlsson et al 2008).…”