Förskolans utvecklingssamtal – ett komplex av aktiviteter i tid och rum

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Förskolans utvecklingssamtal – ett komplex av aktiviteter i tid och rum

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dc.contributor.author Markström, Ann-Marie
dc.date.accessioned 2009-05-14T10:11:49Z
dc.date.available 2009-05-14T10:11:49Z
dc.date.issued 2008
dc.identifier.citation 51-67 en
dc.identifier.issn 1653-1868
dc.identifier.uri http://hdl.handle.net/2043/8182
dc.description.abstract This article highlights the construction of parent-teacher conferences in the Swedish preschool and activities related to them. Drawing on an ethnographic study the analysis focuses on the actors´ contributions to the conference and what resources are used. The empirical material consists of audio taped parent-teacher conferences and observations of everyday activities related to them. The results show that children, parents and preschool teachers are all involved in parent-teacher conferences. It is argued that different activities are initiated and governed by the institutional framework of the parent-teacher conference, and that it is almost an imperative for all the actors to be active in this process: to fill in forms, have talks in preschool or at home and then report and use these activities in the conference. In addition, the different activities that construct the parent-teacher conference have pedagogical implications by influencing the children and parents to become self-reflective in specific ways. en
dc.language.iso swe en
dc.publisher Lärarutbildningen, Malmö Högskola en
dc.subject parent-teacher conference en
dc.subject preschool en
dc.subject institutional talk en
dc.subject form en
dc.subject context en
dc.subject.classification Humanities/Social Sciences en
dc.title Förskolans utvecklingssamtal – ett komplex av aktiviteter i tid och rum en
dc.type Article, peer reviewed scientific en
dc.identifier.paperprint 0 en
dc.subject.srsc Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education en
dc.relation.ispartofpublication Educare;1 en
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