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Systematic quality work with Pedagogical documentation: A Bahktinian Polyphonic Analysis
Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Skolnära forskning, Förskolepedagogisk didaktisk forskning.ORCID-id: 0000-0003-2960-2673
2016 (engelsk)Inngår i: Abstract book: 26th EECERA Annual Conference, 'Happiness, Relationships, Emotion & Deep Level Learning', Dublin, Ireland, 31st August – 3rd September, 2016., 2016, s. 127-Konferansepaper, Oral presentation with published abstract (Fagfellevurdert)
Abstract [en]

Abstract

Swedish preschool teachers are obliged to work with systematic documentation and assessment of children’s changing knowledge. The aim of this study is to contribute to research on assessment in preschool, by highlighting multiple voices portrayed in a transformative documentation practice, built on systematic work of pedagogical documentation.

Pedagogical documentation refers to two related areas: 1) the process, and 2) content in the process (Dahlberg et al, 2006). Pedagogical documentation is primarily about trying to understand what is going on in pedagogical work, to understand what a child knows and learns, without predetermined expectations (Dahlberg et al, 2006).

Bakhtin’s concept of polyphony is used as a conceptual framework.

The methodology is qualitative text analysis. Preschool teachers’ voices are analyzed in relation to the concept of transformative assessment (Vallberg Roth, 2014), as well as the Bahktinian concepts of dialogicity, the authoritarian word, and unconditional connections.

Informed consent was obtained from all the participants in this study: teachers and parents of the children at the preschool.

The results show a complexity of simultaneously existing polyphonic voices, where the teachers are negotiating their efforts to engage dialogically, in order to connect with the children, and the demands of authoritative voices related to assessment.

By highlighting the complexities and tensions involved in systematic quality work, this research has implications for the development of teacher’s assessment and evaluation practices

sted, utgiver, år, opplag, sider
2016. s. 127-
Emneord [en]
systematic documentation, pedagogical documentation, polyphony, transformative assessment, relational processes, Bakhtin
HSV kategori
Identifikatorer
URN: urn:nbn:se:hj:diva-31660OAI: oai:DiVA.org:hj-31660DiVA, id: diva2:957982
Konferanse
26th EECERA Annual Conference
Tilgjengelig fra: 2016-09-05 Laget: 2016-09-05 Sist oppdatert: 2016-09-06bibliografisk kontrollert

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