Purpose
The study investigates kindergarten teachers' experiences of working with objectives that correspond to school subjects in kindergarten and explores how they have developed professional knowledge of teaching from within kindergarten practice. The research questions are: 1) How can kindergarten teachers' experiences of working with subject topics be reformulated as a teaching theory? 2) How can kindergarten teachers' implicit knowledge about teaching in kindergartens contribute to the development of their professional knowledge?
Result
Two main categories were identified, both focusing on the child's experience and active participation: identification of potential topic components of the child's experience and adaptation of an environment in which the child becomes part of the teaching. The researcher behind the study believes that this professional knowledge can be interpreted as being developed internally in practice by professional kindergarten teachers and has the potential to contribute to the development and sharing of professional knowledge.
Design
The data material consists of semi-structured interviews with ten kindergarten teachers from seven different kindergartens in central Sweden. The interview guide contained the topic objectives of the Swedish curriculum (LPFÖ 1998/2010) and included questions about how the kindergarten teachers worked with these objectives.
References
Liljestrand, J. (2021). "Undervisning i förskolan: En ansats utifrån förskollärares yrkeskunnande". Educare, (4):192-212.