Deltagandets kontextuella villkor : fem träningsskoleklassers pedagogiska praktik

DSpace Repository

Deltagandets kontextuella villkor : fem träningsskoleklassers pedagogiska praktik

Show full item record

Files for download

Facebook

Simple item record

Publication Doctoral Thesis
Title Deltagandets kontextuella villkor : fem träningsskoleklassers pedagogiska praktik
Author(s) Östlund, Daniel
Date 2012
English abstract
The thesis should be regarded as a contribution to the development of knowledge about the interaction taking place in the educational setting for pupils with PIMD in Sweden, the training school (Sw. Träningsskola), and the contextual and interactional conditions that characterizes this educational setting. The study is expected to contribute to a deeper understanding of the pedagogical praxis in the training School and the pupils’ possibilities to be agents within the processes of interaction, participation and learning. The thesis aims to contribute to the development of knowledge about the contextual and interactional conditions that training school pedagogic practice is characterized by. The study's overall purpose is to analyze the participation and interaction in the context of five training school classes. A particular focus is placed on teaching organization and the interaction patterns appearing in the pedagogical practice and what kind of consequences the interaction has for the pupils’ participation. Participation in this study refers to how the teams and students jointly create interaction in classrooms, the patterns produced by the interaction. The study draws on a theoretical framework that is influenced by ethnometodological work and from the dramaturgical framework by Goffman, where the participant’s social actions and methodical ways of making sense in a social setting are in focus. The design of the data collection is inspired by an ethnographic approach and is constructed as a classroom study. The empirical material was collected by classroom observations and by video recordings. The data derive from video recordings that were made during spring 2009 and spring 2010 in five training school classes and all together twenty pupils (age 8-19, eleven boys and nine girls) and 28 members from the teams (nine special teachers, two music teachers, one psychical education teacher and 16 assistants) participated in the study. The results are showing that the pedagogical practice in training school was defined by six different areas: Circle time, One-to-one tuition, Group joint education, Snack time/ lunch, Breaks and play-time and Transitions. In the interaction between the pupils and the staff the pupils’ positions was constructed as: The attentive and responsive pupil, The experiencing pupil, The choice making and autonomous pupil, The exploring pupil, The pupil that shows civil inattention, The pupil as a recipient of care and The playing pupil. A starting point for further research involves studying how students' participation is constructed in more inclusive settings i.e. in interaction with other children who do not have such extensive disabilities.
Swedish abstract
Träningsskolan är en inriktning inom grundsärskolan där eleverna utbildas utifrån ämnesområden som estetisk verksamhet, kommunikation, motorik, verklighetsuppfattning och vardagsaktiviteter. Träningsskolan har en relativt kort historia och inrättades i slutet av 1960-talet. Avhandlingens intresse är riktat mot de vardagliga händelser och de interaktionella sammanhang som träningsskolans elever och professionella team ingår i och hur de gemensamt konstruerar de kontextuella villkoren för deltagande i den pedagogiska praktiken. Studien har genomförts som en klassrumsstudie, med etnografiska förtecken, i fem träningsskoleklasser och datainsamlingen gjordes huvudsakligen med stöd av videoobservationer. Det analytiska intresset i studien riktas mot de många aktiviteter som pågår i de främre regionerna i träningsskolans klassrum med ett särskilt fokus på hur aktörerna gemensamt konstruerar sitt deltagande i den pedagogiska praktiken. Den pedagogiska praktiken i klasserna kännetecknades av att det fanns rutiner och sociala regler som definierade villkoren för de olika aktörernas deltagande. Genom de rutiner och ramar som fanns inrymda i den pedagogiska praktiken, fanns det förväntningar om hur eleverna och teammedlemmarna skulle förhålla sig till varandra för att interaktionen skulle fungera i enlighet med de antaganden om deltagande som fanns knutet till olika aktiviteter.
Publisher Malmö högskola, Fakulteten för lärande och samhälle
Series/Issue Malmö Studies in Educational Sciences;67
ISSN 1651-4513
ISBN 978-91-86295-32-5
Pages 264
Language swe (iso)
Subject(s) Ethnography
Interaction
Interactional resources
Participation
Pedagogical praxis
PIMD
Humanities/Social Sciences
Research Subject Categories::SOCIAL SCIENCES
Handle http://hdl.handle.net/2043/14443 (link to this page)
Buy print http://webshop.holmbergs.com...14443 (print-on-demand service)

This item appears in the following Collection(s)

Show full item record

Search


Browse

My Account

Statistics