Department of Pedagogical, Curricular and Professional Studies, University of Gothenburg, Gothenburg, Sweden. Kristianstad University, Kristianstad, Sweden.
Purpose: The aim of this article is to describe pre-school teachers’ learning of a theoretical framework, introduced in an in-service training by describing the ways they implicitly and explicitly appropriate the theoretical framework. Methods: This paper is the second analysis from a course evaluation that aimed to develop a group of 24 pre-school teachers’ knowledge and use of learning study. The empirical material was collected after a course funded by the Swedish National Agency of Education. The participants (n = 24) were all highly experienced pre-school teachers selected by their municipal employers. The course consisted of literature studies, theoretical discussions and practical work in the form of a learning study project focusing on the teachers’ own practices. They were divided into seven groups. Each group conducted one learning study. After the course, the pre-school teachers answered an evaluation and one of the questions analyzed here was: “Has your understanding of children’s learning developed during the course and, if so, in what way?” The answers were analyzed to show whether and how the theoretical framework was appropriated and expressed in their practice. Results: The result shows that all teachers understood the meaning of the concept of “variation” in the theoretical framework to mean variation of aspects of the content instead of variation of methods. Half of the teachers (n = 12) also used the concepts of variation theory properly, even if the question did not require them to do so. In total, 12 out of 24 participants used the concepts from the theoretical framework, namely: object of learning, critical aspects, variation, simultaneity and discernment.
In-Service Training; Pre-School; Variation Theory; Learning Study; Appropriation; Course Evaluation
Olander, M. & Ljung-Djärf, A. (2013). Theoretical Appropriation in Pre-School Teachers’ Expressions after In-Service Training. Creative Education, 4, 11-16. doi: 10.4236/ce.2013.47A2003.
[1] Arenhill Beckman, M., & Tullgren, C. (2012). To discern a learning object teacher’s development during a learning study in Swedish school ageeducare settings. Paper Presented at the World Association of Lesson and Learning Studies (WALS) 2012 Conference, Singapore. [2] Brante, G., Holmqvist Olander, M., Holmquist, P.-O., & Palla, M. (Manuscript). Theorizing teaching and learning. Variation theory as the object of learning in a learning study. [3] Eriksson, A.-K. (2012). Learning study—A model for school improvement in Compulory school for children with learning disabilities. Kristianstad University: School of Teacher Education. [4] Gustavsson, L. (2008). Becoming a better teacher: Ways of dealing with the content made a topic of conversation among teachers. Doctoral Dissertation, Sweden: University of Umeå. [5] Holmqvist, M. (2006). Learning at school: Learning study as school development. Lund: Studentlitteratur. [6] Holmqvist, M., Gustavsson, L., & Wernberg, A. (2008). Variation theory: An organizing principle to guide design research in education. In A. E. Kelly, R. Lesh, & J. Baek (Eds.), Handbook of design research methods in education: Innovations in science, technology, engineering, and mathematics learning and teaching (pp. 111-130). New York: Routledge. [7] Holmqvist, M. (2011). Teachers’ learning in a learning study. Instructional Science, 39, 597-511. doi:10.1007/s11251-010-9138-1 [8] Holmqvist, M., Tullgren, C., & Brante, G. (2012). Variation theory—A tool to achieve preschool curricula learning goals in Mathematics. Curriculum Perspectives, 32, 1-9. [9] Holmqvist, M., Brante, G., & Tullgren, C. (2012). Learning study in pre-school. Teachers’ expectations for children’s learning and what they actually learn. The International Journal for Lesson and Learning Studies, 1, 153-167. doi:10.1108/20468251211224190 [10] Holmqvist Olander, M., & Ljung-Djärf, A. (2012). Using learning study as in-service training in preschool. In I. J. Sutterby (Ed.), Early education in a global context: Advances in early education and day care (pp. 91-108). Bingley, UK: Emerald. doi:10.1108/S0270-4021(2012)0000016007 [11] HäggstrÖm, J., Bergqvist, M., Hansson, H., Kullberg, A., & Magnusson, J. (2012). Learning study: A guide. GÖteborg: Gôteborgs Universitet. [12] Landgren, L., & Svärd, H. (2013). Lärande fÖr de yngre barnen. In M. Holmqvist (Ed.), Learning study in pre-school and pre-school class. Lund: Studentlitteratur. [13] Lewis, C. (2002). Lesson study: A handbook of teacher-led instructional change. Philadelphia, PA: Research for Better Schools, Inc. [14] Ljung-Djärf, A. (2013). The learning study process: A collaborative way to develop the use of contrast of critical aspects in preschool educational practice. Journal of Studies in Education, 3, 33-47. [15] Ljung-Djärf, A., & Holmqvist Olander, M. (2013). Using learning study to understand pre-schoolers’ learning: Challenges and possibilities. International Journal of Early Childhood, 45. doi:10.1007/s13158-012-0067-9 [16] Ljung-Djärf, A., Magnusson, A., & Peterson, S. (accepted). From doing to learning: Changed focus during a pre-school learning study project on organic decomposition. International Journal of Science Education. [17] Lo, M. L. (2012). Variation theory and the improvement of teaching and learning. Göteborg: Acta Universitatas Gothenburgensis. [18] Lo, M. L., & Marton, F. (2012). Towards a science of the art of teaching: Using variation theory as a guiding principle of pedagogical de sign. International Journal for Lesson and Learning Studies, 1, 7-22. doi:10.1108/20468251211179678 [19] Marton, F., & Booth, S. (1997). Learning and awareness. Mahwah, NJ: Lawrence Erlbaum Associates. [20] Marton, F., & Tsui, A. B. (2004). Classroom discourse and the space of learning. London: Lawrence Erlbaum Associates. [21] Olofsson, L., & Midnäs, M. (2012). If you can manage a situation, you are less likely to make a hash of it: A Learning Study about learning how to use a set of measuring spoons in secondary special school. Kristianstad University: School of Teacher Education. [22] Olteanu, C., & Olteanu, L. (2010). To change teaching practice and students’ learning of mathematics. Education Inquiry, 1, 381-397. [23] Runesson, U. (1999). The pedagogy of variation: Different ways of handling mathematical topics. Doctoral Dissertation, Gothenburg, Sweden: University of Gothenburg. [24] Runesson, U. (2010). Learning study—A knowledge production for teachers? Paper Presented at World Association of Lesson Studies (WALS) 2010 Conference, Brunei Darussalam. [25] Runesson, U., & Mok, I. A. C. (2003). Discernment and the question “What can be learned?” In F. Marton, & A. Tsui (Eds.), Classroom discourse and the space of learning. Mahwah, NJ: Lawrence Erl baum Associates. [26] Wernberg, A. (2009). The object of learning. What students are expected to learn, what is made possible for them to learn and what they actually learn. Doctoral Dissertation, Gothenburg, Sweden: University of Gothenburg. [27] Yoshida, M., & Fernandez, C. (2004). Lesson study: A Japanese approach to improving mathematics teaching and learning. Mahwah: Lawrence Erlbaum Associates Inc.