Deltagandets kontextuella villkor : fem träningsskoleklassers pedagogiska praktik

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Deltagandets kontextuella villkor : fem träningsskoleklassers pedagogiska praktik

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dc.contributor.author Östlund, Daniel
dc.date.accessioned 2012-11-29T10:36:52Z
dc.date.available 2012-11-29T10:36:52Z
dc.date.issued 2012 en_US
dc.identifier.citation 264 en_US
dc.identifier.isbn 1651-4513 en_US
dc.identifier.issn 978-91-86295-32-5 en_US
dc.identifier.uri http://hdl.handle.net/2043/14443
dc.description.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. en_US
dc.language.iso swe en_US
dc.publisher Malmö högskola, Fakulteten för lärande och samhälle en_US
dc.relation.ispartofseries Malmö Studies in Educational Sciences;67
dc.subject Ethnography en_US
dc.subject Interaction en_US
dc.subject Interactional resources en_US
dc.subject Participation en_US
dc.subject Pedagogical praxis en_US
dc.subject PIMD en_US
dc.subject.classification Humanities/Social Sciences en_US
dc.title Deltagandets kontextuella villkor : fem träningsskoleklassers pedagogiska praktik en_US
dc.type Doctoral Thesis
dc.identifier.paperprint 1 en_US
dc.contributor.department Malmö University. Faculty of Education and Society en
dc.subject.srsc Research Subject Categories::SOCIAL SCIENCES en_US
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