My purpose with this essay is to examine the relationship between esthetic learning processes and language development to find good practices in my work with multilingual children. In my report, I describe a few activities from my work as a preschool pedagogue in a multicultural area, with a large group of children where age and knowledge of Swedish varies. The background to this essay is the problems I experienced in my work with children´s language development in an organization that, in my opinion, is limited by economic factors. The questions I poses are about the way esthetic learning processes can help children develop their language skills as well as their participation in preschool activities. I also pose the question whether there is a connection between the musical ear and children´s development of language. Finally, I wonder what abilities I need to have as a pedagogue in order for the esthetic learning processes to be language developing. Besides the essay method I have used fenomenological-hermeneutical method. I interpret events and meetings in work situations and process my practical knowledge by allowing it to meet the different theoretical perspectives. In the survey I let the research from the socio-cultural perspective take a central place because I found this closely tied up to my research questions. I have come to the conclusion that the joyful and creative properties of the esthetic learning processes opens our minds to learning and development. In a group with multilingual children the chance increases to participate in the preschool activities though esthetic learning processes because the children can participate in different ways in addition to the verbal language. In the social environment interaction and communication is critical for multilingual children developing Swedish as a second language. In this context we use the esthetic languages as cultural tools. I have also come to the concusion that music and language have common parameters, which means that they follow each other in children´s development. Early in life children develop their  musical ear and uses it both in linguistic and musical activities. Finally, I have concluded that a group of mixed ages can be an advantage for language development when children learn from each other. I aslo conclude that the pedagogues knowledge, experience, attitudes and qualities are important for the esthetic learning processes to support the language depelopment. / Mitt syfte med denna essä är att undersöka sambanden mellan estetiska lärprocesser och språkutveckling för att hitta väl fungerande metoder i mitt arbete med flerspråkiga barn. I den inledande berättelsen skildrar jag ett par aktiviteter från mitt arbete som pedagog på en förskola i ett mångkulturellt område, i en stor barngrupp där ålder och kunskaper i svenska varierar. Bakgrunden till uppsatsen är de problem som jag upplevt i mitt arbete med barnens språkutveckling i en organisation som, enlig min åsikt, begränsas av ekonomiska faktorer. De frågor jag utgår från handlar om på vilket sätt de estetiska lärprocesserna kan hjälpa barn att utveckla sin språkförmåga samt hur de kan hjälpa flerspråkiga barn till delaktighet i förskolans verksamhet. Jag ställer också frågan om det finns ett samband mellan musikaliskt gehör och barns utveckling av språket. Slutligen undrar jag vilka förmågor jag behöver ha som pedagog för att de estetiska lärprocesserna ska vara språkutvecklande. Förutom metoden att skriva essä har jag använt mig av fenomenologisk-hermeneutisk metod. Jag tolkar händelser och möten i min arbetssituation och bearbetar min praktiska kunskap genom att låta den möta olika teoretiska perspektiv. I undersökningen låter jag forskning från det sociokulturella perspektivet ta en central plats eftersom jag i denna funnit kopplingar till mina forskningsfrågor. Jag har kommit fram till att de lustfyllda och kreativa egenskaperna hos de estetiska lärprocesserna öppnar våra sinnen för utveckling och lärande. I en grupp med flerspråkiga barn ökar chansen till delaktighet i aktiviteterna med hjälp av estetiska lärprocesser eftersom barnen kan delta på olika sätt utöver det verbala språket. I den sociala omgivningen på förskolan finns det samspel och den kommunikation som är avgörande för de flerspråkiga barnens utveckling av svenska som andraspråk. I denna kontext använder vi de estetiska språken som kulturella redskap. Jag har också kommit fram till att musik och språk har gemensamma parametrar som innebär att de följs åt i barnens utveckling. Barn utvecklar tidigt i livet sitt musikaliska gehör och använder detta både i språkliga och musikaliska aktiviteter. Slutligen har jag kommit fram till att en åldersblandad barngrupp kan vara en fördel för språkutvecklingen då barnen kan lära av varandra. Jag kan också konstatera att pedagogens kunskaper, erfarenheter, förhållningssätt och egenskaper spelar stor roll för att de estetiska lärprocesserna ska vara språkutvecklande.

The purpose of this study is to investigate how teachers work with basic mathematics combined with aesthestic learning processes such as arts and music in grades F-1. The essay will compare teachers’ perceptions regarding aestethic learning processes when using art and music are used in the teaching of mathematics. We have used the following questions: Do teachers use aesthetic learning processes in the forms of arts and music in the basic teaching of mathematics and if so, how and in what way? What importance has aesthetic learning processes in the forms of arts and music in basic teaching of mathematics according to the teachers? What advantages and disadvantages do the teachers find with combinding the basic mathematics with arts and music? The study is based on a qualitative method with five interviews and eight observations. Our theoretical approach in this study is grounded on the phenomenological perspective and John Deweys progressive pedagogy about children’s learning processes. The result shows that the teachers have a positive attitude towards aesthetic learning processes when combining the basic mathematics teaching with arts and music. When comparing the different mathematics teaching methods it shows similarities and differences in the way teachers use art and music in the teaching of basic mathematics. Another result is that all of the teachers in some extent use arts in the teaching of mathematics, however there are only two teachers that combines the teaching of mathematics with music.

The aim of the thesis is to investigate how a number of pedagogical supervisors develope their supervisory competence. In order to meet this objective the following issues were important: What sort of learning takes place among the supervisors?  In what ways have different frameworks and conditions been important for guiding the talks? Can the patterns of conversation be discerned during the sessions and how do these patterns reflect their learning and skills? The thesis presents two studies of educational supervisors and tutor based learning which were carried out with about five years delay. The first study was conducted with twenty newly trained supervisors and a second follow-up study was conducted with ten of the same supervisors.  The analysis of the empirical material of study 1 shows, among others, in which direction the talks evolve during mentor sessions and to what extent they change character to deepen and lead the supervisors to develop new perspectives and ways of looking at their role.  The analysis of the empirical data in study 2 illuminate how each supervisor’s learning progresses by analyzing interviews, conversations and reflections. This study analyzes the supervisors’ levels of reflection, the traditions reflected in the supervisors’ way to lead session conversations, the conversation patterns that emerge and how the supervisors’ learning and supervisor competence developed.

Arts-based methods are increasingly used to facilitate meta-level learning in management education. Such increased use suggests that these methods are relevant and offer a unique contribution meeting a need in today’s management education. Yet, the literature is not clear on what this unique contribution may be even though it abounds with suggestions of varying quality. To explore this matter, I conduct a systematic literature review focused on arts-based methods, management education, and meta-level learning. I find that the unique contribution of arts-based methods is to foreground the process of making and expressing more refined perceptual distinctions, not to get accurate data, but as integral to our thinking/learning. This finding is important, because it imply that certain (commonly applied) ways of using arts-based methods may limit their potential. Finally, I suggest that future research regarding arts-based methods should focus on exploring the impact the process of learning to make and express more refined perceptual distinctions may have on managerial practice to further understand the relevance of these methods to managers.

Internationale Forschungsbefunde zu ‚Teaching in Higher Education’ konstatieren immer wieder eine Nicht-Übereinstimmung zwischen intentional angelegten Lehrinhalten und Lernzielen und tatsächlich hervorgebrachten Fähigkeiten. Sie legen eine formative Evaluation von akademischen Lehr-Lern-Angeboten nahe, um bereits im Verlauf einer Lehrveranstaltung auf etwaige Lernschwierigkeiten und –barrieren reagieren zu können. Das an deutschen Hochschulen gängige Repertoire sozial-wissenschaftlicher Evaluationsinstrumente fokussiert jedoch zumeist auf summative quantitative Verfahren, die weder den verschiedenen Formaten akademischer Lehre noch dem komplexen Interaktionsgeschehen in Lehr-Lern-Kontexten gerecht zu werden scheinen, indem sie auf die Abfrage studentischer Zufriedenheitsniveaus abstellen. Anliegen dieses Beitrages ist es daher, ein von der Verfasserin entwickeltes multifunktionales und metakognitiv angelegtes Lehr-Lern-Forschungsinstrument, die ‚doc.post’ vorzustellen, das sich insbesondere zur Ausbildung generischer Kompetenzen in verschiedenen universitären erziehungs- und kulturwissenschaftlichen Studiengängen bewährt hat. Die ‚doc.post’ eignet sich gleichermaßen als Evaluations- und Prüfungsinstrument sowie für weitergehende Forschungsaktivitäten, die Qualität der eigenen Lehre betreffend. / Research in Higher Education has shown that teaching and learning is actually not the same. Although we always have well-designed plans in teaching courses, students often do not acquire the needed and desired learning outcomes. Teaching does not automatically lead to a desired learning outcome. Searching for a solution of the described gap between teaching and learning I worked out a method called ‘doc.post,’ that serves both teaching and learning. It impacts teaching observation and evaluation and reveals students’ learning processes and insights at once. This paper is the first result of my ruminations on how to harmonize teaching and learning and consists of six parts. Before introducing the currently developed method ‘doc.post’, I have given a more general comment on academic teaching and the creation of ‘doc.post’ as a result of my own teaching and learning processes at universities. This is followed by few a words on the theoretical and analytical frame that ‘doc.post’ has been built on. I then explore how to use and when to apply the ‘doc.post’ in academic teaching and learning. Finally I summarize the extent of resources ‘doc.post’ requires and in which case it is worth using. If readers are interested in further details, there is additional information on practicing ‘doc.post’ aligned to empirical data at the very end of this paper.

Submitted by Jordan (jordanbiblio@gmail.com) on 2017-01-18T14:57:42Z No. of bitstreams: 1 DISS_2015_Paula Pereira Alves.pdf: 2252496 bytes, checksum: d25b715a86ae0676de4f9b6bd96ee261 (MD5) / Approved for entry into archive by Jordan (jordanbiblio@gmail.com) on 2017-01-19T12:30:55Z (GMT) No. of bitstreams: 1 DISS_2015_Paula Pereira Alves.pdf: 2252496 bytes, checksum: d25b715a86ae0676de4f9b6bd96ee261 (MD5) / Made available in DSpace on 2017-01-19T12:30:55Z (GMT). No. of bitstreams: 1 DISS_2015_Paula Pereira Alves.pdf: 2252496 bytes, checksum: d25b715a86ae0676de4f9b6bd96ee261 (MD5) Previous issue date: 2015-12-17 / CAPES / O presente estudo buscou compreender o papel do jogo, situando-o como elemento mediador, nos processos de aprendizagem em crianças hospitalizadas no espaço específico da brinquedoteca e da classe hospitalar, a partir de um olhar sobre a infância e o desenvolvimento. Para tal, buscou-se: analisar a relação entre o jogo e os processos educativos na classe hospitalar; compreender os motivos que levam a criança a brincar durante as aulas na classe hospitalar; e analisar como o jogo situa-se na forma de elemento mediador nos processos de aprendizagem na classe hospitalar. A brincadeira pode ser compreendida como uma atividade livre que permite à criança vivenciar papéis sociais, construir conceitos sobre si e sobre o mundo, desenvolver sua personalidade e compreender a cultura na qual está inserida. Em uma situação de hospitalização na infância, muitas mudanças podem ocorrer na rotina da criança e da família. Tratar dessa questão significa lembrar que a criança hospitalizada enfrenta, em geral, constrangimentos variados, em virtude da rotina desgastante ou da privação das atividades infantis. Esta pesquisa inseriu-se no modelo de investigação de abordagem qualitativa do tipo etnográfica e envolveu nove crianças com idade entre 5 e 11 anos internadas no Hospital Universitário Júlio Muller e que frequentavam a classe hospitalar e a brinquedoteca. As ferramentas metodológicas utilizadas foram: entrevista semiestruturada, observação participante e análise documental. O período de coleta de dados foi de seis meses. A partir dos dados coletados, foram definidas duas categorias de análise de acordo com temas relevantes que surgiram no processo. Neste trabalho foi possível observar que o espaço da classe hospitalar é muito mais amplo do que o espaço físico da sala de aula, delimitada à realização de atividades pedagógicas, sendo que os processos de aprendizagem das crianças ocorriam em todo o espaço hospitalar. A brinquedoteca se mostrou como um espaço de aprendizagem, lazer e desenvolvimento, sendo o jogo precursor e mediador de diversos processos entre as pessoas que ali frequentam, favorecendo o desenvolvimento de vínculos, à aprendizagem de regras, o alcance de novas experiências e o enfrentamento às situações de doença e hospitalização. / This study sought to understand the role of the game, placing it as a mediating factor in the learning process in children hospitalized in the specific area of the playroom and hospital class, from a look at the childhood and development. To this end, it sought to: analyze the relationship between the game and the educational processes in the hospital class; understand the reasons that lead the child to play during lessons in class hospital; and analyze how the game is in the form of mediating element in the learning processes in the hospital class. The game can be understood as a free activity that allows the child to experience social roles, build concepts about themselves and about the world, develop their personality and understand the culture in which it operates. In a hospital situation in childhood many changes can occur in the child and family routine. Address this issue means remembering that the hospitalized child faces generally varied constraints, due to the exhausting routine or deprivation of children's activities. This research was part of the qualitative research approach model of ethnographic and involved nine children aged between 5 and 11 years admitted to the University Hospital Júlio Muller and attending hospital class and playroom. The methodological tools used were: semi-structured interviews, participant observation and document analysis. The data collection period was six months. From the collected data, we defined two categories of analysis in accordance with relevant themes that emerged in the process. In this work it was observed that the space of the hospital class is much broader than the physical space of the classroom, bounded to carry out educational activities, and the children's learning processes occurring around the hospital space. The toy was shown as a space for learning, leisure and development, being the forerunner game and mediator of various processes among people there attend, favoring the development of linkages, learning rules, the scope of new experiences and facing the illness and hospitalization situations.

Purpose: Previous studies showed that combining learning based on experiences in the past with learning from an envisioned future scenario results in more innovative and radical ideas, as well as in a higher number of covered content domains. However, currently there is no holistic learning theory that integrates both sources of learning. The main purpose of this paper is to investigate whether it is possible to extend Bateson's theory of learning, to link these two learning sources in one coherent framework. Design/methodology/Approach: To answer this research question, the author draws on learning from an envisioned future, and tries to link it with the most important levels of learning in Bateson's framework. Findings: This paper contributes to the literature by attempting to link the important but still underexplored aspect of "learning from the future" to the complex and multifaceted work of Bateson. Given the fact that both sources of learning and experience yield a great potential to create new knowledge, this study outlines a possibility to include both sources into one learning theory. Research limitations/implications: This work provides the basis for further research in building a general holistic theory of learning to learn. Practical implications: On the individual level, the proposed approach can be easily applied with systemic coaching processes in general and coaching processes in the fields of developing an individual vision in particular. In the field of organizational learning, the awareness of different learning sources and different learning modes on the one hand and knowledge about the implementation of enabling spaces (PE-ba, FE-ba) to support these various learning modes on the other hand help organizations to generate new knowledge and create innovative and sustainable solutions, products and services. Originality/value: To the best of the author's knowledge, it is the first theoretical work that describes the integration of learning from past experiences and learning from future experiences in a methodological way.

Submitted by Igor Matos (igoryure.rm@gmail.com) on 2016-10-21T16:06:37Z No. of bitstreams: 1 DISS_2015_Paula Pereira Alves.pdf: 2252496 bytes, checksum: d25b715a86ae0676de4f9b6bd96ee261 (MD5) / Approved for entry into archive by Igor Matos (igoryure.rm@gmail.com) on 2016-10-21T16:06:55Z (GMT) No. of bitstreams: 1 DISS_2015_Paula Pereira Alves.pdf: 2252496 bytes, checksum: d25b715a86ae0676de4f9b6bd96ee261 (MD5) / Made available in DSpace on 2016-10-21T16:06:55Z (GMT). No. of bitstreams: 1 DISS_2015_Paula Pereira Alves.pdf: 2252496 bytes, checksum: d25b715a86ae0676de4f9b6bd96ee261 (MD5) Previous issue date: 2015-12-17 / CAPES / O presente estudo buscou compreender o papel do jogo, situando-o como elemento mediador, nos processos de aprendizagem em crianças hospitalizadas no espaço específico da brinquedoteca e da classe hospitalar, a partir de um olhar sobre a infância e o desenvolvimento. Para tal, buscou-se: analisar a relação entre o jogo e os processos educativos na classe hospitalar; compreender os motivos que levam a criança a brincar durante as aulas na classe hospitalar; e analisar como o jogo situa-se na forma de elemento mediador nos processos de aprendizagem na classe hospitalar. A brincadeira pode ser compreendida como uma atividade livre que permite à criança vivenciar papéis sociais, construir conceitos sobre si e sobre o mundo, desenvolver sua personalidade e compreender a cultura na qual está inserida. Em uma situação de hospitalização na infância, muitas mudanças podem ocorrer na rotina da criança e da família. Tratar dessa questão significa lembrar que a criança hospitalizada enfrenta, em geral, constrangimentos variados, em virtude da rotina desgastante ou da privação das atividades infantis. Esta pesquisa inseriu-se no modelo de investigação de abordagem qualitativa do tipo etnográfica e envolveu nove crianças com idade entre 5 e 11 anos internadas no Hospital Universitário Júlio Muller e que frequentavam a classe hospitalar e a brinquedoteca. As ferramentas metodológicas utilizadas foram: entrevista semiestruturada, observação participante e análise documental. O período de coleta de dados foi de seis meses. A partir dos dados coletados, foram definidas duas categorias de análise de acordo com temas relevantes que surgiram no processo. Neste trabalho foi possível observar que o espaço da classe hospitalar é muito mais amplo do que o espaço físico da sala de aula, delimitada à realização de atividades pedagógicas, sendo que os processos de aprendizagem das crianças ocorriam em todo o espaço hospitalar. A brinquedoteca se mostrou como um espaço de aprendizagem, lazer e desenvolvimento, sendo o jogo precursor e mediador de diversos processos entre as pessoas que ali frequentam, favorecendo o desenvolvimento de vínculos, à aprendizagem de regras, o alcance de novas experiências e o enfrentamento às situações de doença e hospitalização. / This study sought to understand the role of the game, placing it as a mediating factor in the learning process in children hospitalized in the specific area of the playroom and hospital class, from a look at the childhood and development. To this end, it sought to: analyze the relationship between the game and the educational processes in the hospital class; understand the reasons that lead the child to play during lessons in class hospital; and analyze how the game is in the form of mediating element in the learning processes in the hospital class. The game can be understood as a free activity that allows the child to experience social roles, build concepts about themselves and about the world, develop their personality and understand the culture in which it operates. In a hospital situation in childhood many changes can occur in the child and family routine. Address this issue means remembering that the hospitalized child faces generally varied constraints, due to the exhausting routine or deprivation of children's activities. This research was part of the qualitative research approach model of ethnographic and involved nine children aged between 5 and 11 years admitted to the University Hospital Júlio Muller and attending hospital class and playroom. The methodological tools used were: semi-structured interviews, participant observation and document analysis. The data collection period was six months. From the collected data, we defined two categories of analysis in accordance with relevant themes that emerged in the process. In this work it was observed that the space of the hospital class is much broader than the physical space of the classroom, bounded to carry out educational activities, and the children's learning processes occurring around the hospital space. The toy was shown as a space for learning, leisure and development, being the forerunner game and mediator of various processes among people there attend, favoring the development of linkages, learning rules, the scope of new experiences and facing the illness and hospitalization situations.

Abstract The purpose of this research is to study knowledge management in the context of organizational learning as a process in communities of practice. The aim of the study is to examine the ways in which knowledge is created and managed, and how organizational learning works as a process in communities of practice in order to offer some further insight into improving and developing the management of knowledge, know-how and organizational learning. Knowledge and learning are at the heart of strategic thinking and success in the new economy. Much of knowledge is embedded in practice, and therefore professions have organized their learning processes in ways that facilitate the learning of tacit knowledge. By supporting learning and knowledge through fostering communities of practice, an organization can generate value for its business, in this case for the supply of effective rehabilitation work. This study is inductive, emphasizing the fit between the grounded theory method and the exploratory case study research strategy. I have deliberately applied both in studying the phenomenon in question, organizational learning. Grounded theory is the inductive analytical approach used, whereas the exploratory case study strategy is utilized as a broader framework for drawing theoretical conclusions from the empirical material describing the organizational case under study. The contribution of this study is both theoretical and empirical. The result is an abstract, refined and enriched picture of communities of practice. The multilevel framework of this study facilitated deeper understanding of the meaning of communities of practice in organizational learning and in managing knowledge and know-how. There exist two different worlds: the world of informal communities of practice and the world of the formal organization which interact with each other in many ways. Communities of practice are often also occupational communities. They perform various functions, but the ways in which these communities are structured and how they operate reveal that they focus mainly on one or two activities. According to the empirical findings, communities of practice are beneficial to the business in various ways, the community itself and to employees. My research highlighted that invisible, socially constructed knowledge has a greater tendency to flow within the case organization in comparison to explicit knowledge. The empirical results show that knowledge management is also inherently in the management of time – time was a critical factor in the efficient creation and sharing of knowledge and know-how. The study developed a substantive framework to describe knowledge creation and organizational learning processes in communities of practice. By focusing on the social processes and seeing organizational learning as a process in communities of practice, I was able to look for new dimensions of learning as well as knowledge creation and utilization as local and emergent processes.

The licentiate thesis focuses on young people’s dramatisation and reflections on the reception of theatre in schools as part of aesthetic learning processes. Its main objective is to describe and analyse how theatre can be used in teaching as a means to create meaning and knowledge in practice. The theatre’s relation to the Swedish subject is discussed from different aspects. The empiric survey was conducted at three 6–9 schools in the south of Sweden, referred to in the study as Österskolan, Norrskolan and Söderskolan. The survey is designed as a multiple case study. Two cases consist of individual classes with supplementary work based on the students’ reception of A Midsummer Night’s Dream, the other two on stage productions that include acting. The material consists of video recordings of teaching processes, rehearsals and performances; notes from observations, interviews with teachers and pupils, a questionnaire regarding theatre habits, as well as documents such as theatre programmes and home pages. The cases are contrasted in order to extend the analysis, distinguish between mutual and contrasting patterns, and to some extent also to explain concepts used for description and analysis. The thesis aims to answer the following questions: • What is required in order for theatre to create meaning and knowledge in practice within a school’s framework? • How do form, content and use, and also production, reception and reflection cooperate in various media in the aesthetic learning processes and what didactical potential is the result of this cooperation? The result of the survey shows that a teacher’s patterns for verbal and physical interaction and his or her media specific competence strongly influence the terms for the aesthetic learning processes. The nature of the theatre culture’s meeting with the school culture at the individual school determines the possibilities for the participation in creation of meaning and knowledge in practice that are offered to pupils. Financial conditions, support from the school management, collaboration between subjects, functioning rooms, and the school’s gender practice are other important factors. The conditions for the theatre’s creation of meaning and knowledge differ significantly between the three schools included in this study. At Österskolan the theatre culture is a fairly unfamiliar element in the school culture. The teacher who supervises the supplementary work for A Midsummer Night’s Dream, however, possesses good media specific competence in the theatrical field and is able to generate possibilities for reflections on experience pedagogy based on the theatrical performance and actual participation in the theatrical practice for the pupils. For a number of years, the theatre culture at Norrskolan has been included in an integrated part of the school culture. A Midsummer Night’s Dream becomes the basis for verbal, dialogue-oriented discussions in the classroom. The pupils’ performance at the school strengthens the school culture and the pupils learn how to cooperate and take responsibility. The cultural profile at Söderskolan collaborates with professional cultural workers and regional cultural institutes in a theatrical project that invites both schools and the general public. In this case, all media is integrated in the creation of meaning and there is great didactical potential. In the intended doctoral thesis the analysis of the terms and the design of the aesthetic learning processes will be further discussed. / <p>Licentiatavhandling i litteraturvetenskap: alternativet Svenska med didaktisk inriktning.</p>