Power in preschools : how to support teachers in unpacking the process

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Power in preschools : how to support teachers in unpacking the process

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Publication Conference Paper, peer reviewed
Title Power in preschools : how to support teachers in unpacking the process
Author(s) Lembrér, Dorota ; Johansson, Maria ; Meaney, Tamsin
Date 2015
Editor(s) Mukhopadhyay, Swapna; Greer, Brian
English abstract
New norms and values introduced into preschools through curricula changes require teachers to adapt their teaching. However, in making adjustments in order to increase children’s agency, teachers can loose sight of how they wield their own power. In this project, a professional development facilitator worked with five Swedish teachers. Although the preschool teachers considered their primary role to be carers who resisted interfering in children’s explorations, the initial analysis suggests that they were wielding considerable power in their interpretations of what was occurring. Consequently, it has become important for the professional development facilitator to unpack with teachers the power that they wield in order to develop their teaching. This project description discusses initial ideas for doing this.
Link http://mescommunity.info/MES8ProceedingsVol1.pdf (external link to publication)
Publisher MES8
Host/Issue Proceedings of the Eighth International Mathematics Education and Society Conference;1
Series/Issue Proceedings of the International Mathematics Education and Society Conference;
ISSN 2077-9933
Pages 188-193
Language eng (iso)
Subject(s) Humanities/Social Sciences
Research Subject Categories::MATHEMATICS
Note Mathematics Education and Society (MES 8), Portland, Oregon, USA, June 21-26, 2015
Handle http://hdl.handle.net/2043/19540 (link to this page)
Link http://www.mescommunity.info/ (external link to related web page)

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