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  • 1.
    Hildén, Ebba
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Att hantera ny policy om undervisning i förskolan: Förskolechefens kommunikativa ledarskap2019Conference paper (Other academic)
  • 2.
    Hildén, Ebba
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Fånga toddlarnas intressen2018In: Förskoletidningen, ISSN 1402-7135, Vol. 43, no 1, p. 42-45Article in journal (Other (popular science, discussion, etc.))
  • 3.
    Hildén, Ebba
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Kommunikation mellan de yngsta förskolebarnen i fri lek: Meningsskapande genom den levda kroppen2014Licentiate thesis, monograph (Other academic)
    Abstract [en]

    Communication between the youngest preschool children is the focus of this essay, primarily on how the children communicate with each other, what they are communicating about and what meaning the communication holds for the children. The aim is to describe and understand communication that takes place in the regional life-world of the preschool between the youngest children in a Swedish preschool.

    Video recordings of six preschool children between the ages of 14 and 24 months were made both inside and outside the preschool, at times when the children were able to choose for themselves who to communicate with, in which room to be in and which toy to play with. The focus during the video recordings was naturally occurring situations where these six children communicated with each other. 51 relevant situations were selected for more thorough investigation. These specific situations were chosen because the children’s bodies were directed towards each other and the children were communicating in an intercorporeal way with each other.

    In order to describe and understand communication between lived bodies in the regional world of the preschool, a phenomenological study was carried out. In order to deepen the understandings of the empirical data theoretical concepts like life-world, the lived body, the concept of horizons and intercorporeality were used.

    The findings indicate five different aspects of what type of meaning communication holds, divided into five themes. These themes are represented by communication as: creation of a shared phenomenon, acknowledging someone, coordination of access to play, coordination of access to place or object, and sharing an already experienced event with someone who was not present.

    The findings of the study show the children’s usage of an advanced coordination between the lived bodies of the children, the lived space, the lived time, and the lived relationships. Together the children create, coordinate, and maintain a creation of meaning in which the children structure their participation in the life-world.

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  • 4.
    Hildén, Ebba
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Mer än omsorg för toddlarna2019In: Förskoletidningen, ISSN 0348-0364, Vol. 44, no 3Article in journal (Other (popular science, discussion, etc.))
  • 5.
    Hildén, Ebba
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Preschool teachers achieving agency2018Conference paper (Refereed)
    Abstract [en]

    Teaching is a concept that many in Sweden associate with what teachers do in schools, but not with what preschool teachers do in preschool. Many consider teaching to be something that the teacher does in front of a class of pupils in a formal setting where the teachers provide pupils with instructions in various lessons covering one subject at a time, according to agreed curricula.

    The Education Act and the curriculum regulate the Swedish preschool. According to the Education Act teaching is described as goal-oriented processes which enhances children’s development and learning and the concept is to be used in compulsory schools as well as in the preschools. The concept of teaching in preschools was included in the Educational Act in 2010, but is not mentioned in the preschool curriculum. Although preschool teachers are supposed to teach, inspections made by the Swedish Schools Inspectorate show that many do not. Many preschool teachers do not use the concept of teaching when describing what they do when promoting children´s learning and development. Instead, many talk of children´s learning. The Swedish preschool have a long tradition of positioning their pedagogical practice as something other than the pedagogical practice in compulsory schools and teaching being something that is thought of as something that is done only in schools make introducing the concept of teaching in preschool difficult. In order to get the preschool teachers to use the concept of teaching preschool principals try to focus on the concept of teaching in discussions amongst the staff.

    The aim of this paper is to discuss teacher agency and how it is achieved in concrete settings by preschool teachers and other staff. Data from an ongoing project is presented. The research questions are

    • To what extend is teacher agency achieved by preschool teachers when the concept of teaching is discussed?
    • What structures frame the ability to achieve teacher agency?

    The empirical material consist of video recordings of actual events in the everyday practice in preschool and sound recordings of discussions between preschool teachers and other staff. The research method of video stimulated recall was used in order to obtain the preschool teacher´s thoughts and reflections on their own teaching. The empirical material was analyzed with the help of Biesta, Priestly and Robinson´s (2015) ecological model of teacher agency as a “temporally constructed engagement with different structural environments” (Emirbayer & Mische, p. 970, 1998). This model is informed by John Dewey´s pragmatic philosophy and his use of transactions. Preliminary findings show the importance of professionalism for preschool teacher in forming a structure that frames the ability to achieve teacher agency.

    References:

    Biesta, G., Priestley, M. & Robinson, S. (2015). The role of beliefs in teacher agency. Teachers and Teaching: theory and practice, 21 (6), 624-640.

    Emirbayer, M., & Mische, A. (1998). What is agency? American Journal of Sociology, 103, 962-1023.

  • 6.
    Hildén, Ebba
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Rektorer i förskolan - ett uppdrag i förändring2019Conference paper (Other academic)
    Abstract [sv]

    Beskrivning av samhällsfrågan                

    Framtiden ställer andra krav på ledarskapet hos rektorer i förskolan än vi ser idag. Korstrycket kommer att öka ännu mer, med större fokus och uppmärksamhet från huvudman, men även från  vårdnadshavare som i allt högre grad kommer ställa krav på undervisning av hög kvalitet för barnen.

    Utökad information om evenemanget                        

    Förskolan är en verksamhet som genomgår flera förändringar. Förändringar som styr verksamheten från barnomsorg till utbildning, med mer specificerade krav på lärande och utveckling hos barnen i förskolan. För förskolechefer införs obligatorisk befattningsutbildning och titeln rektor, i syfte att förtydliga förskolan som det första steget i utbildningsystemet. Även organisatoriska förändringar som allt mindre andel förskollärare i förskolan påverkar.   För rektorsprogrammet medför detta en rad olika aspekter som måste beaktas, så att förskolans del i utbildningssystemet betonas samtidigt som det skolformsspecifika inte förloras utan snarare accentueras.

  • 7.
    Hildén, Ebba
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Teaching in preschool: conditions and terms2019Conference paper (Refereed)
    Abstract [en]

    Research topic/aim

    Teaching is a controversial concept in Swedish preschools. Recent studies show that preschool teachers in Sweden does not see themselves as teaching teachers and they do not use the concept of teaching when describing their pedagogical practice. Despite this, Swedish policy effective in preschool stipulates the usage of the concept of teaching. The aim of this presentation is to discuss the conditions and terms for teaching in preschool appearing when preschool teachers and childcare workers discuss the concept of teaching in preschool. What different experiences as well as visions for the future does the concept of teaching in preschool hold?

    Theoretical framework

    In order to shed light on the conditions and terms for teaching in preschool that appear in discussions between preschool teachers and childcare workers Priestley, Biesta and Robinson’s (2015) model of teacher agency was used. In their understanding of teacher agency it is something that is achieved through an interplay between context and the individual, where experiences from the past, cultural, structural and material aspects in the here and now, as well as visions for the future, affects the achievement of teacher agency.

    Methodological design

    A developmental project with focus on teaching in preschool, led by the preschool manager, was followed. Preschool teachers and childcare workers participated, as well as the preschool manager and the preschool manager’s developmental team. Nine months later, discussions led by the researcher involving some of the participants of the developmental project, was conducted. The empirical data consists of a total of 21 hours of sound recordings from these different discussions.

    Expected conclusions/findings

    Preliminary results indicate a variety regarding the experiences that preschool teachers as well as childcare workers refer to in their discussions. Some refer to many different kinds of experiences, both professional and personal, while others refer only to experiences from their own pedagogical practice in preschool. The different experiences are used as a mirror in order to deepen the understandings of different aspects of the concept of teaching. Visions for the future is closely tied to these experiences. The visions expressed by preschool teachers and childcare workers is strongly influenced by the writings in the preschool curriculum, as well as the interpretation and transformation of steering documents made by the preschool manager. A comparison between the discussions led by the preschool manager and the discussions led by the researcher show that the cultural, structural and material aspects differ. The preschool manager´s interpretations of the steering documents affected what was possible to say during the developmental project, as well as the researcher affecting what was possible to express during the later discussions.

    Relevance to Nordic educational research

    Like Sweden, many countries tend to have shifted the focus for children under the age of five from care to learning. This presentations is about how staff working with these children can handle these new policies, many times being in sharp contrast of traditions.

    Priestley, M., Biesta, G. & Robinson, S. (2015). Teacher agency: An ecological approach. London: Bloombury Academic.

     

  • 8.
    Hildén, Ebba
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Toddlare i förskolan: Med fokus på de yngsta2016Book (Other (popular science, discussion, etc.))
  • 9.
    Hildén, Ebba
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Toddlers Enacting Democracy through Communication in Preschool2019In: Challenging democracy in early childhood education: Engagement in changing global contexts / [ed] Valerie Margrain & Annica Löfdahl Hultman, Singapore: Springer, 2019Chapter in book (Refereed)
  • 10.
    Hildén, Ebba
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013). Karlstad University, Faculty of Arts and Education, Utbildningsvetenskapliga studier av barn och barndom, UBB.
    Undervisning tillsammans med de yngsta barnen i förskolan2018Conference paper (Other academic)
  • 11.
    Hildén, Ebba
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Undervisning tillsammans med de yngsta förskolebarnen2019Conference paper (Other (popular science, discussion, etc.))
  • 12.
    Hildén, Ebba
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013). Karlstad University, Faculty of Arts and Education, Department of Education.
    Undervisning i förskolan - i riktning mot förskolefiering2017Conference paper (Refereed)
    Abstract [sv]

    Syfte/mål

    Delstudien ingår i ett större projekt där vi på olika vis synliggör och problematiserar undervisningsbegreppet i förskolan. Syftet med denna delstudie är att undersöka hur förskolechefer tolkar och förstår undervisning och vilka innebörder som framträder.

    Metod

    Det empiriska materialet består av enkäter med öppna svarsalternativ samt fördjupande intervjuer där förskolechefer ombeds resonera kring sin förståelse och användning av begreppet undervisning i förskolan.

    Teoretisk inramning

    Teoretiskt placerar vi studien inom ett läroplansteoretisk ramverk där vi avser att studera hur en statlig intention görs i den lokala kontexten, dvs vad blir det av formuleringar i en myndighetsrapport när formuleringen ska realiseras i förskolans vardagliga praktik.

    Förväntade slutsatser

    Våra preliminära resultat visar på hur förskolecheferna strävar efter att anpassa undervisningsbegreppet till en redan befintlig förskoleverksamhet. I motsats till att skolifiera förskolan så innebär denna strävan att undervisningen förskolefieras vilket i sin tur stärker förskolan som särart.

    Relevans för pedagogiskt arbete

    Genom att belysa förskolechefens resonemang synliggörs delar av de förutsättningar som ramar in förskollärarnas ansvar i den vardagliga praktiken.

  • 13.
    Hildén, Ebba
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Ribaeus, Katarina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Förskollärarstudenters möten tillsammans med forskare: innan, under och efter VFU2018In: Verksamhetsförlagd utbildning inom professionsutbildning: utvecklings- och forskningsprojekt från sjuksköterskeprogrammet och lärarutbildningen / [ed] Lena E. Johansson, Madelaine Johansson, Karlstad: Karlstads universitet, 2018, p. 73-90Chapter in book (Refereed)
    Abstract [sv]

    Den här texten handlar om hur gemensamma möten mellan forskare och förskollärarstudenter kring erfarenheter från den verksamhetsför- lagda utbildningen (VFU) bidrar till en nyansering och fördjupning av studenternas handlingsberedskap. Handlingsberedskap formas enligt vårt teoretiska perspektiv av olika temporala dimensioner där strukturella och kulturella aspekter i nuet sammanflätas med tidigare erfarenheter och visioner om framtiden (Biesta, Priestley & Robinsson, 2015). Under hösten 2017 träffade vi i forskargruppen regelbundet en grupp förskollärarstudenter inom ramen för ett forskningsprojekt som heter pilot-STEP. Träffarna kan beskrivas som seminarier med samtal mellan studenter och forskare om aspekter som berör studenternas kommande yrke. Analyser från dessa seminarier i kombination med studenters egna texter om erfarenheter och upplevelser under VFU, utgör denna texts underlag. Vi ställer oss frågorna; vilka erfarenheter från den verksamhetsförlagda utbildningen bidrar till förskollärarstudenters nyanserade och fördjupade handlingsberedskap? Vilka implikationer för förskollärarprogrammet medför detta?

  • 14.
    Löfdahl, Annica
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Enochsson, Ann-Britt
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Ribaeus, Katarina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Hildén, Ebba
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Democracy education in ECE: A step forward by linking preschool teacher education, research and preschool practice2018Conference paper (Refereed)
  • 15.
    Löfdahl, Annica
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Hildén, Ebba
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Förskolechefer hanterar undervisningsbegreppet i förskolan2018Conference paper (Other academic)
  • 16.
    Löfdahl, Annica
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Hildén, Ebba
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Bergh, Andreas
    Örebro universitet, School of Humanities, Education and Social Sciences.(Utbildning och Demokrati).
    I "larmrapportens" skugga: Om undervisning och kvalitet i förskolan2018In: Berättelser: Vänbok till Héctor Pérez Prieto / [ed] Annica Löfdahl Hultman, Marie Tanner & Christina Olin Scheller, Karlstad: Karlstads universitet, 2018, p. 57-72Chapter in book (Refereed)
1 - 16 of 16
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