The context of this study is the ongoing change and development of vocational professions in Swedish pre-schools, the objective of which is to increase the quality of education. Amongst the different professions are the development leaders. The highly-qualified development leaders focused on in this study all work in development teams in the municipality of Malmö. The teams consist of eight professionals, each one with their own specific field of competence.The aim of this study is to contribute to increased knowledge and understanding of how certain development leaders articulate discourses on their own practice. In addition to that, I discuss how the development leaders construct their professional subject in the light of the dominant discourses. The empiric material consists of five interviews carried out with as many development leaders. As part of the interviews the development leaders were asked to visualize their ideas of the task and profession. The findings were analyzed against a theoretical framework consisting of discourse theory and post structuralism. Furthermore, a multimodal, social semiotic perspective has been used in order to understand the narratives of the verbal and visual data. The intention of combining the two semiotic resources is to present a diverse and complex material which provides multiple presentations of how the professional subject is being constructed.The results show that the development leaders construct their professional subject mainly in relation to knowledge and learning. To be accepted by the staff of the pre-schools, the development leaders construct a professional subject characterized by humility, self-distance, sense of humour, flexibility and the ability to listen. The development leaders also express that certain values, pedagogical theory and philosophy are important in constructing their professional selves. Through the subject positions taken, the development leaders participate in the construction of discourses on development leaders in Swedish pre-schools. In constructing the discourses and their professional subjects, the development leaders take part in the formations of knowledge and learning in Swedish pre-school.

SammanfattningStudiens syfte är att vidga förståelsen kring hur förskolepersonal konstruerar sitt professionella subjekt. Förskolepersonalens föreställningar om och intentioner i verksamheten visar på olika former för makt och motstånd i deras positionering som professionella. De centrala frågeställningarna för studien är: Vilka föreställningar, intentioner och former för makt och motstånd kan skönjas i förskolepersonalens samtal om förskolan och reflektioner kring egen praxis? Vad framträder som betydelsefulla delar i förskolepersonalens konstruktion av det professionella subjektet? Hur, i förhållande till dessa delar, positionerar sig deltagarna som professionella? Deltagarnas gemensamma samtal och enskilda reflektioner kring eget agerande står i fokus i studien.Förutom Foucaults teorier om makt används feministisk poststrukturalism i en strävan efter multipla förståelser av såväl subjektkonstruktionens processer som ställningstaganden och övervägande angående studiens utformning och innehåll. Intervjusamtal med respektive arbetslag och individuella reflektionssamtal utgör studiens empiriska material. Som underlag för reflektionssamtalen används Stimulated Recall där, av deltagarna, förbestämda sammanhang filmats.Förskolepersonalens konstruktion av det professionella subjektet visar sig göras i relation till egna föreställningar, diskurser, barn, kollegor och förväntningar i samhället formulerade i tanken om det goda och rätta. Självstyrning är framträdande i deltagarnas konstruktion av sina professionella subjekt och ställs återkommande i relation till dominerande diskurser, styrdokument och verksamhetens ledord. Samtidigt som deltagarna konstaterar att de aldrig pratar om makt uttrycker de en medvetenhet om sin positionering i maktrelationer med barn, föräldrar och kollegor och de etiska dilemman det innebär för dem. Pastorala, välmenande makttekniker präglar deltagarnas styrning av barn och verksamhet men öppnar även upp för motstånd. I en strävan efter att lyssna, vilja förstå och tillvarata det som tycks vara viktigt för barnen framträder etiska val i relation till sig själva och andra i förskolepersonalens positionering som professionella. Därmed utmanas strukturer, dominerande diskurser och ojämlika maktrelationer. Nyckelord: förskola, subjektskonstruktion, professionellt subjekt, diskurs, makt, styrningstekniker, motstånd / AbstractThe aim of the study is to widen the understanding of how preschool personnel con-struct their professional subject. Positioning as professionals, their perceptions and in-tentions show different forms of power and resistance. The major questions of the study are: Which perceptions, intentions and forms of power and resistance can be seen in preschool personnel´s conversations about kindergarten and their reflections within their own practice? What significant parts emerge in the preschool personnel´s construction of the professional subject? How do the participants position themselves as professionals in regard to these elements? This study focuses on the participant’s conversations and individual reflections on their own actions in a preschool environment. In addition to Foucault’s theory of power, feminist post structuralism is applied in the pursuit of multiple understandings of both the processes of constructing the subject and as standpoints and considerations regarding the study design and substance. The study´s empirical material consists of conversations from interviews with the participants and their individual reflections. As a basis for reflection, Stimulated Recall is being used with filmed contexts pree-defined by the participants.Expressed in the idea of good and rightness, the preschool personnel´s construction of the professional subject is found to be made in relation to their own perceptions as well as discourses, children, colleagues and expectations from society. Technologies of the self are prominent in the participants construction of their professional subject, re-current placed in relation to dominant discourses, policy documents and mutual state-ments regarding their practice. While the participants note that they never talk about power, they express an awareness of their position in power relations with children, par-ents and colleagues, and the ethical dilemma it puts them in. The participant’s conduct of children and practice is characterized by pastoral, well-intentioned power techniques which also are found to enable a practice of resistance. In their strive for wanting to lis-ten, understand and take charge of what appears to be important to the children, posi-tioning as professionals, ethical choices emerges in relation to themselves and others. This is found to challenge structures, dominant discourses and unequal power relations. Key words: preschool, construction of the subject, professional subject, discourse, pow-er, technologies of power, resistance

在評量學生的寫作能力時，通常採用直接測驗。然而，四技二專統一入學測驗英文專業考科卻採用間接測驗，來評量應用外語科學生的英文寫作能力。本研究旨在檢視專業考科之效力，並研究如何改進現行的考試方式。 為了達成該研究目的，119位應用外語科三年級學生參與本研究。本研究間接測驗試題採用四技二專統一入學測驗英文專業考科，直接測驗試題採用看圖寫作，以檢視專業考科與直接寫作成績之間的相關性。此外本研究使用問卷以調查學生對直接與間接寫作測驗的看法。 結果顯示，專業考科與看圖寫作之間呈現中度相關，表示該專業考科在某種程度上，能顯示出受試者的直接寫作能力。在四個大題中，段落組成及段落語意不連貫句子挑選與看圖寫作呈現中度相關，因此，這兩個大題較能顯示出受試者的直接寫作能力。 然而，問卷調查結果發現，受試者運用篇章結構的知識來完成間接測驗。但是，卻沒有運用相同的概念於直接測驗中。此種現象可能是因為傳統的寫作教學方式著重在文法分析及單字教學。因此，四技二專統一入學測驗的英文專業考科應同時施測直接與間接測驗，以期對英文寫作教學產生正面的回衝效應。 / Direct writing assessment is usually employed to evaluate students’ writing proficiency. However, the Technological and Vocational Education (TVE) Joint College Entrance Exam adopts indirect writing assessment to assess students from Department of Applied Foreign Languages (DAFL) in English Professional Subject (EPS). The purpose of the present paper is to examine the effectiveness of the EPS indirect writing test and how the current practice can be improved. For serving the purpose, a total of 119 third-year DAFL students participated in the study. The researcher uses indirect writing assessment, the EPS indirect writing test, and direct writing assessment, a picture writing task, as the testing instruments to examine the correlation between the two writing measures. Moreover, questionnaires are used to investigate the participants’ perceptions of the two writing tasks. Results indicated that the EPS multiple-choice writing test and the picture writing task exhibited a moderate correlation, suggesting the indirect test could, at least in part, serve as a good indication of the students’ writing competence in direct writing. Results also showed that sentence insertion (SI) and sentence deletion (SD), among the four subtests, moderately correlated with the direct writing task. The two subtests could thus be depended on as a better indication of the participants’ direct writing proficiency. Nevertheless, questionnaire findings displayed that the students applied discourse-level knowledge in the indirect test. Nonetheless, the same concept was not applied to the direct task probably because of the traditional teaching approach to English writing, focusing on grammar analysis and vocabulary teaching. Therefore, the two writing tasks should be combined in the entrance exam to produce positive washback effect on writing instruction.