Preschool Work Teams’ View of Ways of Working with Gender—Parents’ Involvement

Karlson, Ingrid; Simonsson, Maria

doi:10.1007/s10643-008-0259-y

Cited by 8 publications

(11 citation statements)

References 2 publications

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“…(The Swedish National Agency for Education, 2010, p. 4) If preschools shall live up to this central aim in the preschool curriculum preschool teachers need to be trained for this task. Gender equality has been given a lot of attention in Swedish preschool research during the last decades (Dolk, 2009(Dolk, , 2013Eidevald, 2009;Karlson & Simonsson, 2008Heikkilä, 2015;Hellman, 2010Hellman, , 2013Lenz Taguchi, 2005). In Swedish preschool policy and practice, gender equality has since the 1960s focused on treating girls and boys equally, based on assumptions that this is desirable.…”

Section: Local Backgroundmentioning

confidence: 99%

Improving Pedagogical Practices through Gender Inclusion: Examples from University Programmes for Teachers in Preschools and Extended Education

Kreitz-Sandberg¹

2016

IJREE

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Abstract:Working with gender equality in teacher education embraces a wide range of policies and practices. Against the backdrop of relevant research on gender in preschools, universities and teacher education, the study provides an outlook of the praxis on selected Swedish university programmes for preschool teacher education and teachers in extended education. The study is inspired by educational ethnography and applies quantitative and qualitative text analyses of programme and course documents. The article describes how gender perspectives can be systematically incorporated into university teaching through curriculum design and constructive aligned teaching. The author discusses whether the described pedagogical practices and gender inclusion in higher education have the potential to promote (preschool) teacher students' systematic acquisition of values, knowledge and skills as a precondition for improving sustainable pedagogical practices. The article also touches on the relevance of the results for the field of extended education and academic training for pedagogues and teachers who work in non-formal educational settings.

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Section: Local Backgroundmentioning

confidence: 99%

Improving Pedagogical Practices through Gender Inclusion: Examples from University Programmes for Teachers in Preschools and Extended Education

Kreitz-Sandberg¹

2016

IJREE

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“…Historically, much of gender research on the preschool has looked upon how boys embrace masculine ways and avoid feminine (Karlsson and Simonsson, 2008). Lately, however, more attention has been given to the construction of masculinity.…”

Section: Instrumental Gender Approachmentioning

confidence: 99%

Working with gender pedagogics at 14 Swedish preschools

Sandström

Stier

Sandberg

2013

Journal of Early Childhood Research

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In Sweden, gender pedagogics has been on the political agenda the last decade. Consequently, gender matters have been given much attention in Swedish preschools, and specialized pedagogues have also been trained to counteract socially constructed gender distinctions. Therefore, we have explored the enactment of gender pedagogics. We asked 17 preschool teachers to describe the situations revolving around gender issues that they have experienced, using the critical incident method. In all, 34 critical incidents were described and subsequently discussed in groups of 6-10 individuals. Afterward, the data were analyzed qualitatively, with the objective to explore the preschool teachers' understanding of gender approaches. The analysis led us to single out four "ideal type approaches," that is, "instrumental," "co-productive," "facilitative," "proactive," and "agitative" gender approach. The gender approaches were made up by the different ways of interacting with the children as regards gender described by the preschool teachers and by the different ways of reflecting over the described situations. We argue that the four different types of gender interaction emanate from corresponding underlying conceptions of gender, and that they may exercise influence on the children's identity process.

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“…arbetslaget, vilket även ger en tyngd till informationens värde och antyder ett visst mått av sanningsanspråk (jfr. Markström, 2008Markström, , 2009Markström, , 2011bKarlsson & Simonsson, 2008). Detta innebär att arbetslagen använder utvecklingssamtalet som såväl anledning som verktyg för att samla information om barnet, vilket de menar har betydelse för det vidare arbetet.…”

Section: Skriver Om Våra Samtal VI Har Ett Möte Där Vi Redovisar Förunclassified

Utvecklingssamtal som uppgift och verktyg i förskollärares professionssträvanden i interaktion med föräldrar

Simonsson¹,

Markström²

2013

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Collaboration and communication between teachers and parents have during the last decades become increasingly highlighted in the Swedish preschool context. The aim of this study is to study the parent-teacher conference in the Swedish preschool and, based on interviews with preschool teachers, generate knowledge about how they view and the importance they give the parent-teacher conference as a social practice in the preschool and as a part of their profession. The analyses of the interviews show that the parent-teacher conference is an important tool for the teachers in order to create a professional relationship with the parents and to give them support in their parental role. Furthermore, the results show that the parent-teacher conference is central for creating a complete picture of the child, and that it can be seen as an assessment practice for not only the child, the parents and the preschool as an institution but also for the preschool teachers themselves in their role as professionals.

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Preschool Work Teams’ View of Ways of Working with Gender—Parents’ Involvement

Cited by 8 publications

References 2 publications

Improving Pedagogical Practices through Gender Inclusion: Examples from University Programmes for Teachers in Preschools and Extended Education

Improving Pedagogical Practices through Gender Inclusion: Examples from University Programmes for Teachers in Preschools and Extended Education

Working with gender pedagogics at 14 Swedish preschools

Utvecklingssamtal som uppgift och verktyg i förskollärares professionssträvanden i interaktion med föräldrar

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