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Tänk så mycket du kan!: en intervjustudie kring kartläggning i förskoleklass
Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
2019 (Swedish)Independent thesis Basic level (university diploma), 20 credits / 30 HE creditsStudent thesis
Abstract [sv]

I denna kvalitativa intervjustudie har fem förskoleklasspedagoger beskrivit sina upplevelser av att arbeta med kartläggning av elevers språkliga medvetenhet i förskoleklass. Frågorna har handlat om vad de tillfrågade pedagogerna anser syftet är med kartläggning samt hur de arbetar före, under och efter en kartläggningssituation i svenska. Deras tankar kring det nya kartläggningsmaterialet Hitta språket har också efterfrågats. Urvalet har bestått av bekvämlighetsurval bestående av pedagoger i förskoleklass som arbetat minst ett år. Intervjuerna har sedan transkriberats och analyserats utifrån det sociokulturella perspektivet med hjälp av en tematisk analys.Resultatet visar att lärarna är positivt inställda till kartläggningens syfte. Arbetet före, under och efter en kartläggning ser olika ut beroende på vad pedagogerna tolkar som hjälp till eleverna samt hur/om de väljer att applicera resultatet på sin undervisning. Den aspekt som lärarna är mest kritiska till är den tid och utbildning de fått för att lära känna det nya materialet innan det ska börja användas

Abstract [en]

In this qualitative interview study five preschoolteachers have described their experiences of working with the mapping of students ' linguistic awareness in preschool. 

The questions has been about what they think the purpose of mapping students is and also how they described their work before, during and after a mappingsituation in swedish. Their thoughts about the new mappingmaterial Hitta språket have also been asked. The sample consisted of comfort selection with educators in the preschool class who had worked at least one year. The interviews have then been transcribed and analysed according to the socio-cultural perspective with the help of a thematic analysis. 

The result shows that the teachers are favourably disposed to the purpose of mapping. Work before, during and after mapping is very different depending on what educators, interprets as help to the students and how/if they choose to apply the result on their teaching. The aspect the teachers were most critical to is the time issue and training they received to get to know the new material before they will start using it.

Place, publisher, year, edition, pages
2019. , p. 44
Keywords [en]
Preschool, Mapping, educational assessment, language awareness.
Keywords [sv]
Förskoleklass, Kartläggning, pedagogisk bedömning, språklig medvetenhet.
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:umu:diva-160938OAI: oai:DiVA.org:umu-160938DiVA, id: diva2:1330871
Subject / course
Degree of Master of Arts in Primary Education - Pre-School and School Years 1-3
Educational program
Grundlärarprogrammet - förskoleklass och åk 1-3
Supervisors
Examiners
Available from: 2019-06-26 Created: 2019-06-26 Last updated: 2019-06-26Bibliographically approved

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CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf