Thesis (Ph. D.)--University of Rhode Island, 2004. / Typescript. Includes bibliographical references (leaves 122-127).

Thesis (Doctoral)--Göteborgs universitet, 1995. / Includes bibliographical references (p. 196-206).

Begreppet undervisning finns med i förskolans nya reviderade läroplan som träder i kraft 1 juli 2019 och sägs vara en förutsättning för att lärande ska ske. Med fokus på att implementera undervisning i förskolan ställer vi oss undrande till hur begreppet omsorg får sitt utrymme i en framtida undervisningskultur i förskolans värld.Syftet med vår studie är utifrån ett omsorgs och utbildningsperspektiv undersöka hur omsorg kan gestalta sig i undervisningssituationer i möten mellan förskollärare och barn. I vår strävan att undersöka omsorgens synlighet i undervisningssituationer använde vi oss av fältanteckningar från våra kvalitativa icke-deltagande observationer. Dessa fältanteckningar blev underlaget för en innehållsanalys. Vår studie baseras på två teoretiska perspektiv. Noddings omsorgsteoretiska perspektiv och Biestas perspektiv på utbildningens uppdrag för att synliggöra omsorgens uttryck i undervisningssituationer. Resultatet visar att omsorg finns med i undervisningssituationerna men kommer till uttryck på olika sätt och får olikt med utrymme. Resultatet visar även att Noddings omsorgskomponenter ökar sin förekomst i de situationer förskolläraren har sitt fokus på det enskilda barnet än när hens fokus ligger på undervisningen och dess innehåll. / The concept of teaching is included in the pre-school's new revised curriculum which comes into force on 1 July 2019 and is said to be a precondition for learning to happen. With a focus on implementing teaching in pre-school, we wonder how the concept of caring is given its space in a future teaching culture in the preschool world. The purpose of our study is, from a care and education perspective, to examine how caring can manifest itself in educational situations in meetings between preschool teachers and children. In our efforts to investigate the visibility of care in teaching situations, we used the field notes from our qualitative non-participating observations. These field notes were the basis for a content analysis. Our study is based on two theoretical perspectives. Noddings Care Theoretical perspectives and Biesta's perspective on the education's mission to make the expression of care in teaching situations visible. The results show that care is included in the teaching situations but are expressed in different ways and get different with space. The result also shows that Noddings care components increase their incidence in the situations where the preschool teacher has a focus on the individual child than when the hens focus is on the teaching and its content.

Thesis (Ed. D.)--Illinois State University, 2004. / Title from title page screen, viewed November 17, 2005. Dissertation Committee: Robert L. Fisher (chair), Marilyn Moore, Marilyn Morey, Deborah B. Gentry. Includes bibliographical references (leaves 130-140) and abstract. Also available in print.

M.Ed. / The purpose of this study was to research and record the training process of teachers in a Grade R learning programme, within a context of inclusive education, by describing the teachers’ perception of the Grade R learning programme and by making certain changes to the training and training process that have been suggested in the study, and to offer guidelines with regard to the training of foundation phase educators, with specific reference to Grade R educators working within the context of inclusive education. The researcher opted for an interpretative action research design within a qualitative research paradigm since she wished to describe, interpret and explain actions within her research whilst attempting to bring about certain improvements within the teaching practice. The type of action research that was performed is known as practitioner action research because it was performed in the presence of, and with the cooperation of education practitioners as well as academics who assisted the researcher with relevant skills and resources. The following major themes were identified: Facilitating, programme implementation, complete empowerment, cooperation as well as common religious convictions. The most significant findings were the following: When we look at the facilitation of training programmes, it is of the utmost importance that the facilitator accepts from the onset that the participants as well as the facilitators will experience uncertainty within themselves, specifically regarding their own knowledge and abilities and the level of acceptance they will experience in the company of other professionals. It is therefore all the more important to determine each participant’s expectations regarding the purpose and outcomes of the the training programme as this will ease the process considerably and at the same time render the facilitator a clear idea of what needs to be addressed and what not. Facilitators of training programmes, especially within contexts similar to this study, should reflect on the importance of sound relationships being established between facilitator and participants. The initial level of experience and skill of each participant should be determined before the start of the programme and here the facilitator plays an enormous role as far as emotional and social support is concerned. When it comes to programme implementation, I should think that educators in all possible contexts will benefit immensely from the format of the lessons, the contents of the lessons as well as the presentation thereof because these are outcomes-based lessons. In terms of contexts similar to the one in this reseach, it is important that the facilitator works through each new lesson with the educators to ensure that they fully understand everything and also to give them the opportunity to ask questions as this will enable them to implement these lessons with enhanced confidence in their own classes. It was important for the teachers to experience their training in a practical manner because they learnt from one another, they had the opportunity to exchange ideas and, whatever problems they experienced, could be addressed and solved immediately. In conclusion I would like to strongly advocate the choice of practitioner research as research methodology in any study that is focussed on the improvement of the teaching practice. Not only does it hold immense benefits for practitioners, but as researcher I experienced complete personal enrichment in as far as I acted as an agent of meaningful change in the lives of the practitioners who accompanied me on this journey.

The quality of early caregiving and educational environments has a significant effect on children’s later cognitive outcomes. Early childhood teachers are an important determining factor in the quality of these environments. Due to inconsistencies in practice across the early childhood field, there is a call for better prepared teachers. Teacher preparation itself is criticized for its lack of innovative and effective practices. While research finds that more effective teacher preparation programs are those that are steeped in clinical practice, these types of experiences are inconsistent and fragmented in the early childhood field. Part of the issue is the lack of knowledge on how to integrate highquality clinical experiences carefully into early childhood teacher preparation in order to prepare all preservice teachers successfully for the classroom. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2016. / FAU Electronic Theses and Dissertations Collection

Thesis (M. Communication Pathology)--University of Pretoria, 2005. / Summary in English and Afrikaans. Includes bibliographical references.

Syftet med denna studie är att belysa undervisningsbegreppet i förskolans kontext och undersöka i vilken utsträckning det är diskuterat och begripliggjort i förskolan. I denna studie undersöks även förskollärarnas inställning till att begreppet nu skrivs in i förskolans läroplan samt vilka aspekter de anser som betydelsefulla för kvaliteten i förskolans undervisning. Min teoretiska utgångspunkt grundar sig i ett socialkonstruktionistiskt perspektiv med en förståelsebaserad orientering. Jag tar också avstamp i ett pedagogiskt perspektiv på kvalitet. Studiens empiriska grund har utgjorts av en enkätundersökning med 1616 förskollärare i 91 olika kommuner. Resultatet visar att det finns samband mellan förskolechefens ledarskap och i vilken utsträckning förskollärare upplever att undervisningsbegreppet har diskuterats och begripliggjorts i deras verksamhet. Det finns dock ingenting i denna studie som tyder på att utbildningsbakgrund, arbetslivserfarenhet eller organisatoriska förutsättningar skulle påverka förskollärares inställning till att undervisningsbegreppet nu skrivs in i förskolans läroplan. Relationer, samspel och kommunikation lyfts fram som betydelsefulla aspekter för kvaliteten i förskolans undervisning, vilket stämmer väl överens med tidigare forskning. Slutsatsen är att förskollärarna själva behöver vara delaktiga i erövringen undervisningsbegreppet i förskolan och att förskolechefen har en viktig roll i att skapa förutsättningar för detta. Undervisning och kvalitet kan utifrån denna studie förstås som intersubjektiva begrepp som skapas i mötet mellan förskollärare, barn och läroplansmål. / This study aims to highlight the concept of teaching and illustrate to what extent it is discussed and understood in preschool and the importance of the preschool director's leadership in this. The aim is also to clarify how preschool teachers' attitude towards the word teaching is affected by factors such as educational background, work experience and organizational conditions. With this paper, I would also like to show what different aspects preschool teachers emphasize as important for the quality of preschool teaching. My theoretical foundation is based on social constructivism with understanding-based perspectives. The study is also based on an educational perspective on quality. The empirical foundation is based on surveys with 1616 preschool teachers in 91 different municipalities. The result shows that there is a correlation between to what extent the concept of teaching is discussed and understood in preschool and the preschool director’s leadership. There is nothing in this study, however, that suggests that educational background, work experience or organizational conditions would affect preschool teachers' attitude towards the concept of teaching. Relationships, interaction and communication are emphasized as important aspects of quality in preschool teaching. These aspects are also highlighted in previous research. The conclusion is that preschool teachers themselves need to be involved in the conquest of the concept of teaching in preschool, and that the preschool director have an important role in creating good conditions for this. Based on this study teaching and quality can be understood as intersubjective words that are created in the meeting between preschool teachers, children and curriculum aims.

No description available.

AbstractEngelska översättning.  The aim of the study is to contribute with knowledge about how a designed teaching can give children a greater understanding of technical systems, sewage system. The study is inspired by the Lesson Study method. Lesson study is a teaching arrangement done in cycles. In this study, two teachings are conducted, about the sewage system, with two different groups of children and with a certain variation in the arrangements. The results show that the children have gained an understanding of the connections between the parts and components that the technical system, sewage system, is constructed of. The data collection was carried out through observation and filming at both teaching sessions. The material was then transcribed and analyzed through a thematic analysis method. The flexibility of the analysis method provided opportunities to respond to the study's purpose and questions. The analysis resulted in three themes: relationships between components of the system, the role of humans in the system, the components of the system. The study's conclusion shows that preschool teachers offer several activities with relevant construction materials that can clarify abstract learning objects in order to reach children’s learning. At the same time, more research is needed on how children learn and create an understanding of technical systems, how they can perceive the connections between the components that exist and constitute a technical system. / Syftet med studien är att bidra med kunskap om hur en designad undervisningkan erbjuda barn ökad förståelse för tekniska system, avloppssystem. Studienär inspirerad av metoden lesson study. Lesson study är ettundervisningsupplägg som görs i cykler. I denna studie genomförs tvåundervisningar, om avloppssystemet, med två olika barngrupper och med enviss variation i uppläggen. Resultatet visar att barnen fått förståelse försambanden mellan de delar och komponenter som det tekniska systemet,avloppssystem, är konstruerade av. Datainsamlingen genomfördes genomobservation och filmning vid båda undervisningstillfällena. Däreftertranskriberades och analyserades materialet genom en tematisk analysmetod.Analysmetodens flexibilitet gav möjligheter att svara gentemot studiens syfteoch frågeställningar. Analysen resulterade i tre teman: Samband mellankomponenter i systemet, Människans roll i systemet, Systemets komponenter.Studiens slutsats påvisar att förskollärare som erbjuder flera aktiviteter medrelevant konstruktionsmaterial som kan tydliggöra abstrakta lärandeobjekt föratt nå barns lärande. Det krävs mer forskning om hur barn lär och skaparförståelse för tekniska system, hur de kan uppfatta sambanden mellan dekomponenter som finns och utgör ett tekniskt system.