Power in preschools: how to support teachers in the unpacking process
Tipo de documento
Autores
Lista de autores
Johansson, Maria, Lembrér, Dorota y Meaney, Tamsin.
Resumen
New norms and values introduced into preschools through curricula changes require teachers to adapt their teaching. However, in making adjustments in order to increase children’s agency, teachers can lose sight of how they wield their own power. In this project, a professional development facilitator worked with five Swedish teachers. Although the preschool teachers considered their primary role to be carers who resisted interfering in children’s explorations, the initial analysis suggests that they were wielding considerable power in their interpretations of what was occurring. Consequently, it has become important for the professional development facilitator to unpack with teachers the power that they wield in order to develop their teaching. This project description discusses initial ideas for doing this.
Fecha
2015
Tipo de fecha
Estado publicación
Términos clave
Colaboración entre colegas | Desarrollo del profesor | Gestión de aula | Normas socio-culturales
Enfoque
Nivel educativo
Idioma
Revisado por pares
Formato del archivo
Usuario
Título libro actas
Proceedings of the eighth international mathematics education and society conference (volumen 1)
Editores (actas)
Lista de editores (actas)
Greer, Brian y Mukhopadhyay, Swapna
Editorial (actas)
Lugar (actas)
Rango páginas (actas)
188 - 193
Referencias
Bishop, A. (1988). Mathematics education in its cultural context. Mathematics education and culture (p. 179-191). Dordrecht, The Netherlands: Springer. Broström, S., Sandberg, A., Johansson, I., Margetts, K., Nyland, B., Frøkjær, T., Kieferle, Ch., Seifert, A., Roth, A., & Ugaste, A. (2014). Preschool teachers’ views on children’s learning: An international perspective. Early Child Development and Care. D’Ambrosio, U. (2010). Ethnomathematics: A response to the changing role of mathematics in society. Philosophy of Mathematics Education, 25. Retrieved from: http://people.exeter.ac.uk/PErnest/ pome25/index.html Ebrahim, H. (2011). Children as agents in early childhood education. Education as Change, 15(1), 121-131. Edo, M., Planas, N., & Badillo, E. (2009). Mathematical learning in a context of play. European Early Childhood Education Research Journal, 17(3), 325-341. Emilson, A. (2007). Young children’s influence in preschool. International Journal of Early Childhood, 39(1), 11-38. Gordon, C. (Ed.). (1980). Power/Knowledge: Selected interviews and other writings, 1972-1977, Michel Foucault (Translated by C. Gordon, L. Marshall, J. Mepham & K. Soper). New York, NY: Harvester Wheatsheaf. James, A. (2007). Giving voice to children’s voices: Practices and problems, pitfalls and potentials. American Anthropologist, 109(2), 261-272. James, A., & Prout, A. (Eds.). (2001). Constructing and reconstructing childhood: Contemporary issues in the sociological study of childhood (2nd Edition). London: Falmer. Meaney, T. (2004). What’s power got to do with it? In M. Walshaw (Ed.) Mathematics education within the postmodern (pp. 181-200). Greenwich, CT: Information Age Publishing. Sandberg, A., & Arlemalm-Hagser, E. (2011). The Swedish national curriculum: Play and learning with fundamental values in focus. Australasian Journal of Early Childhood, 36(1), 44-50. Skolverket. (2010). Läroplan för förskolan Lpfö 98: Reviderad 2010. [Lpfö 98] [Curriculum for preschool]. Stockholm: Skolverket. Utbildningsdepartementet (2010). Förskola i utveckling: Bakgrund till ändringar i förskolans läroplan [Preschool in development: Background to implementing the preschool curriculum]. Stockholm: Åtta 45. Valero, P. (2004). Introduction. In P. Valero & R. Zevenbergen (Eds.). Researching the socio-political dimensions of mathematics education: Issues of power in theory and methodology (pp. 1-19). Dordrecht, The Netherlands: Kluwer Academic Press.