Purpose
This study focuses on problems related to the concept of learning in Swedish pre-schools. A three-year collaborative project with pre-school teachers, managers and researchers aimed at describing and further developing knowledge about what characterises learning. The study is based on two research questions: 1) What characterises learning and joint assessment in theory-based learning programmes described in texts and documented participant collaborations? 2) What evidence of didactic questions and levels can be drawn from texts and documented participant collaborations?
Result
The results indicated that learning is modelled through joint assessment. Ambiguous evidence related to didactic questions and didactic levels could appear to come from theory-based learning.
Design
Swedish pre-school, which has been a formal part of the Swedish education system since 2011, faces challenges regarding the characterisation of learning. The study looks at challenges, opportunities and conditions in Swedish pre-schools in relation to the overarching pre-school plan. Data was collected via 895 collaborative plans, 740 colleague evaluations and 110 hours of video from 93 and 137 pre-schools or pre-school departments in ten Swedish municipalities, respectively. The study participants received training in the different theories before trying them out in practice. The sample consisted of 175 pre-school teachers, 55 pre-school managers and 10 administrative directors; a total of 240 participants. The responsible municipalities/schools appointed their own candidates, resulting in a sample of 4365 children/guardians, 806 pre-school teachers/educators and 65 managers; a total of 5236 participants.
References
Roth, A. C. V., Holmberg, Y., Löf, C. & Stensson, C. (2019). «Multivocal didactic modelling: Collaborative research regarding teaching and co-assessment in Swedish preschools». Problems of Education in the 21st Century, 77(6):806-834.