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Traces of children’s agency in preschool; teacher’s out-of-classroom planning work
Jönköping University, School of Education and Communication, HLK, Practice Based Educational Research, Preschool Education Research.
2023 (English)In: 31st EECERA Annual Conference, Children’s Curiosity, Agency and Participation: Challenges for Professional Action and Development: Conference Proceedings: Book of Abstracts, European Early Childhood Education Research Association (EECERA) , 2023, p. 63-63Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

This ethnographic case study aims to explore how preschool teacher in Swedish preschools develop their mathematics teaching during ordinary teaching planning times. Out-of-classroom planning work is part of school’s infrastructure and inner organization (Nordgren et.al., 2021). As such, it is governed by standards affecting teaching planning (Grundén, 2020). These aspects might influence both planning work and preschool teacher’s agency which in turn might have impact on how children encounter a subject such as mathematics. Together these arguments make this study about teaching planning significant. The study is building on the critical constructive Didaktik (Klafki, 1983, 2002) blended with teacher agency as a co-concept (Priestley et.al., 2015). The study is positioned in the interpretative qualitative paradigm and uses an ethnographic approach (Hammersley & Atkinson, 2019) limited to preschool teachers recurrent collegial out-of-classroom planning work (cf. Jeffrey & Troman, 2004). Data has been gathered through participant observations and interviews. The preschool staff was informed about the project and its ethical considerations, for example replacing names and places with pseudonyms. When given consent the staff agreed to participate and openly shared their thoughts and ideas. They also knew that they could withdraw their consent at any time during the study. Findings reveal that preschool teachers adapt children´s ideas in their teaching planning. Furthermore, it reveals both children and adult-centered pedagogy, and an infrastructure affecting preschool teacher´s agency. Implications for practice is to discuss Didaktik and teachers agency during time of teaching planning, also how a subject as mathematics is planned and orchestrated.

Place, publisher, year, edition, pages
European Early Childhood Education Research Association (EECERA) , 2023. p. 63-63
Keywords [en]
preschool teacher, teaching planning, critital constructive didaktik, agency, mathematics
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:hj:diva-62755OAI: oai:DiVA.org:hj-62755DiVA, id: diva2:1806725
Conference
31st EECERA Annual Conference, Lisbon, Portugal, 30th August – 2nd September 2023
Available from: 2023-10-23 Created: 2023-10-23 Last updated: 2023-10-23Bibliographically approved

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Rostedt, Josefin

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CiteExportLink to record
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Citation style
  • apa
  • ieee
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