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Erkännandets dynamik: Förskoleklasslärarestolkningar av ny läroplanstext
Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences. (Pedagogiskt arbete)ORCID iD: 0000-0002-4841-9033
Linnéuniversitetet, Växjö, Sweden.
Malmö universitet, Malmö, Sweden.
2018 (Swedish)In: Educare - Vetenskapliga skrifter, ISSN 1653-1868, Vol. 1, no 1, p. 7-25Article in journal (Refereed) Published
Abstract [en]

wedish preschool class got its first specific curriculum in <:;>. ecause of this, the preschool class can be said to face change where existing practice meets new policy. This study aims to analy+e how teachers in preschool classes do policy during this time of change by studying how teachers in preschool class relate the new curriculum to existing practice. ew institutionalism, theory of professionalism and policy enactment theory are used to understand this. The data used are conversations with teachers at three different schools. The re-­‐sults show that parallel processes of recontextuali+ation are initiated when new curriculum is confronted with the teachers6 interpretations of their as-­‐signment, i.e. a simultaneous process of adaptation and change of existing pedagogical practice take place. Teachers interpret the new curriculum and relate to it as a whole. They express a recognition in terms of a societal trust in the teaching they conduct. ven though the teachers express that the new curriculum gives them trust, professional exclusivity and legitimacy, they also inte rpret it as a recognition of things they want to change in the educational practice. It is through this recognition that the teachers interpret and do policy. The article discusses a shift of the position of the preschool class in the educa-­‐tion system.

Place, publisher, year, edition, pages
Malmö, Sweden: Malmö Högskola * Fakulteten för Lärande och Samhälle , 2018. Vol. 1, no 1, p. 7-25
Keywords [en]
Preschool class, Policy change, Teachers perspectives, Policy enactment theory
Keywords [sv]
Förskoleklass, Läroplansförändring, Lärarperspektiv, Policy enactment-teori
National Category
Educational Sciences Pedagogical Work
Identifiers
URN: urn:nbn:se:liu:diva-147717DOI: 10.24834/educare.2018.1OAI: oai:DiVA.org:liu-147717DiVA, id: diva2:1204142
Projects
Förskoleklassen i en brytningstid
Funder
Swedish Research Council, 2017-03592Available from: 2018-05-07 Created: 2018-05-07 Last updated: 2018-05-09Bibliographically approved

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Publisher's full texthttps://ojs.mau.se/index.php/educare/article/view/272/254

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Söderman Lago, Lina

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