Den här essän kommer att behandla ett vanligt förekommande ämne inom förskolan, introduktioner av nya barn och föräldrar. Genom introduktionen måste pedagoger förhålla sig till den nya familjen för att försöka få till anknytning och trygghet. Utgångspunkten ligger i två egen upplevda dilemman där pedagogerna beskriver två olika introduktioner. Den ena introduktionen pågår en längre period. Barnet vill inte släppa sin förälder och är ledsen så fort föräldern försöker lämna honom. Den andra introduktionen går fort, barn och förälder visar glädje. Pedagogerna på den förskolan känner trots det en oro då barnet upplevs gränslöst när hon springer mellan aktiviteter, andra barn och deras föräldrar. Syftet med den här essän är att undersöka hur olika anknytningsmönster och förutsättningar kan påverka introduktionen av nya familjer i förskolan. Den kommer även att belysa pedagogens eller pedagogernas erfarenhet, samt hur viktigt det är med ett gott samarbete. Förskolans miljö och organisation kommer också att undersökas och vilken roll den spelar för barnets introduktion och även för pedagogernas möjlighet att utföra en god introduktion. Detta kommer att göras genom tre frågeställningar, vilka är: Hur kan vi som pedagoger möta Pelle och Almas olika behov? Vilka är förutsättningarna för en god introduktion? Vilka psykologiska fenomen är relevanta för introduktionen? Genom att använda olika begrepp såsom affektteori, affektintoning, trygg bas, säker hamn och anknytning kan den här essän närma sig dessa frågeställningar. Essäns huvudsakliga uppgift är att ge pedagoger, oavsett erfarenhet, olika perspektiv på introduktionen och hur dessa kan tillämpas på nya familjer. I essän beskrivs anknytningsteorins framväxt och graderingar av olika anknytningar. Trygg bas och säker hamn är olika sätt att se hur en anknytning fungerar mellan barnet och föräldern, då det är där den första anknytningen börjar. Under arbetets gång har fokus på barn och föräldrar blivit mer nyanserat och pedagogernas roll undersökts allt mer kritiskt. Genom litteraturstudier och samtal i handledningsgruppen på skolan och med kollegor har vi fått en större förståelse för alla parter som deltar under introduktion till förskolan. En viktig slutsats vi kom fram till är att anknytning, oavsett till vem, inte kan skyndas fram. Den måste få växa fram genom tillit och trygghet. / This essay will treat a common subject within the preschool environment, the introductions of new children and parents. Throughout the introduction, teachers must relate to the new family to try and achieve a connection/attachment and provide security. The starting point is two self-perceived dilemmas where the teachers describe two different introductions. One introduction goes on for a longer period. The child does not want to let go of its parent and is sad as soon as the parent tries to leave it. The second introduction goes fast, children and parents are expressing happiness. The teachers at the preschool nevertheless are concernedwhen the child is perceived boundless as it runs between activities, other children and their parents. The purpose of this essay is to investigate how different connection patterns and prerequisites can affect the introduction of new families to the preschool environment. It will also examine the experience of the teacher or teachers, and the importance of good cooperation between the teachers. The preschool's environment and organisation will also be investigated and the role it plays in the introduction of the child and also for allowing the teachers to carry out a good introduction. This will be done through three questions, which are: How can we, as teachers, meet Pelle and Alma's different needs? What are the prerequisites and conditions needed for a good introduction? What psychological phenomena are relevant to the introduction? By using different concepts such as affect theory, mirroring, safe base, safe heaven and connection/attachment, this essay can approach these issues. Essen's main task is to provide teachers, regardless of experience, with different perspectives on the introduction and how these can be applied to new families. The essay describes the progression of the connection/attachment theory with different levels of connection. Safe base and safe heaven are different ways to see how a connection/attachment works between the child and the parent, as that is where the first connection/attachment is established. During the work, the focus on the children and parents has become more nuanced and the role of teachers is increasingly critical. Through literature studies and discussions in the tutoring group at school and with colleagues, we have gained a greater understanding of all parties involved in the introduction to preschool. An important conclusion we found is that connection/attachment, regardless of who cannot be accelerated. It must grow through trust and confidence.

This investigation on teacher induction documents case studies of three beginning teachers in one target Woreda in Amhara Regional State of Ethiopia. It is organized into six chapters. In Ethiopia, the implementation of the teacher induction programme began in 2005 as part of a larger teacher education reform that is designed to promote the quality and effectiveness of teachers. Five years into the implementation process, it became essential to investigate how well the induction practices are organized and implemented, how beginning teachers were being integrated into the system, and whether the whole process has given beginning teachers better opportunities to learn in practice than by trial and error. The research design for the present investigation was the case study method. As teacher induction is a new venture in the Ethiopian education system, it was important to establish an in-depth understanding of this new phenomenon through case study than making generalizations. My literature readings convinced me about the use of the case study method to do an in-depth study of the situation. Interviews, observations and document analyses were the main tools used to collect the data needed in this research. The data suggests that the three case study teachers, with the support from their respective mentors, completed the formal aspects of the first year induction course as prescribed by the two first-year induction modules. The induction approach followed and applied the course module materials as is. However, in spite of following the prescriptions by the education authorities, variations were noticed in the quantity and quality of professional development activities, action research projects, classroom observations and reflections offered to and completed by the three beginning teachers. Furthermore, the changes observed as a result of the induction programme also varied largely due to personal and situational factors. On the whole, even though the induction guidelines set by the Ethiopian Ministry of Education contain most of the fundamental components of what the literature would consider to be effective for the induction programmes, its implementation in this context was constrained by the lack of some key elements and resources viz. the limited capacity of the mentors, absence of allocated time for induction and mentoring activities in the school programme, lack of subject-specific support in the schools and ineffective monitoring and evaluation of the entire programme, both in school and at the district levels. The present investigation offers policy makers a window into the practices and possible consequences of the induction programme in Ethiopia and presents possibilities for making informed decisions about how to assist practitioners to establish a successful induction programme for beginning teachers. Furthermore, the study offers an empirical test of the theoretical models suggested for setting up effective induction programmes for beginning teachers. The major conclusion that arises is that it is not so much whether the formal aspects of an induction programme are in place or not but more how the on-going support for and interpretations by all the role players that determines the success or otherwise of the programme. It is suggested that more research be done on the conditions that are necessary for the success of beginning teacher induction programme in different contexts in the country. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

This investigation on teacher induction documents case studies of three beginning teachers in one target Woreda in Amhara Regional State of Ethiopia. It is organized into six chapters. In Ethiopia, the implementation of the teacher induction programme began in 2005 as part of a larger teacher education reform that is designed to promote the quality and effectiveness of teachers. Five years into the implementation process, it became essential to investigate how well the induction practices are organized and implemented, how beginning teachers were being integrated into the system, and whether the whole process has given beginning teachers better opportunities to learn in practice than by trial and error. The research design for the present investigation was the case study method. As teacher induction is a new venture in the Ethiopian education system, it was important to establish an in-depth understanding of this new phenomenon through case study than making generalizations. My literature readings convinced me about the use of the case study method to do an in-depth study of the situation. Interviews, observations and document analyses were the main tools used to collect the data needed in this research. The data suggests that the three case study teachers, with the support from their respective mentors, completed the formal aspects of the first year induction course as prescribed by the two first-year induction modules. The induction approach followed and applied the course module materials as is. However, in spite of following the prescriptions by the education authorities, variations were noticed in the quantity and quality of professional development activities, action research projects, classroom observations and reflections offered to and completed by the three beginning teachers. Furthermore, the changes observed as a result of the induction programme also varied largely due to personal and situational factors. On the whole, even though the induction guidelines set by the Ethiopian Ministry of Education contain most of the fundamental components of what the literature would consider to be effective for the induction programmes, its implementation in this context was constrained by the lack of some key elements and resources viz. the limited capacity of the mentors, absence of allocated time for induction and mentoring activities in the school programme, lack of subject-specific support in the schools and ineffective monitoring and evaluation of the entire programme, both in school and at the district levels. The present investigation offers policy makers a window into the practices and possible consequences of the induction programme in Ethiopia and presents possibilities for making informed decisions about how to assist practitioners to establish a successful induction programme for beginning teachers. Furthermore, the study offers an empirical test of the theoretical models suggested for setting up effective induction programmes for beginning teachers. The major conclusion that arises is that it is not so much whether the formal aspects of an induction programme are in place or not but more how the on-going support for and interpretations by all the role players that determines the success or otherwise of the programme. It is suggested that more research be done on the conditions that are necessary for the success of beginning teacher induction programme in different contexts in the country. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)