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From a Fröbelian tradition during intelligence testing to methods of observation of children  : continuity and change in a local pre-school education in Sweden
Örebro University, School of Humanities, Education and Social Sciences. (Utbildning och Demokrati)
2009 (English)In: , 2009Conference paper, Oral presentation only (Other academic)
Abstract [en]

From my thesis From mother of Mother of Society to a teacher for younger children prepared for new research (2008) were my aim was to throw light upon the basic values and representations of knowledge within a local female teacher education tradition in Sweden and identify what kind of expectations are held of a pre-school teacher over time. The main question concerns central values and notions in a local pre-school teacher education regarding what is expected of a recognised pre-school teacher between the beginning of the 20th century and the first decade of the 21st century. A key interest is how these underlying values and notions are maintained and how they are transformed over time. In addition the purpose was how you can understand the preschool teacher education today in light of a preschool teacher education tradition from the 20th century.

   A specific topic in the pre-school teacher education was “child observation”. The topic changed over the years and my interpretation is that the topic functioned primarily as a measuring tool in order to legitimate the topic of child psychology. The consequences were that children were seen as individual objects worthy of scrutiny. Psychological knowledge appeared at the local arena in terms of pedagogical skills and the topic “child observation” can be seen as a mediating tool that legitimises theories of psychology in the practical arena. It also attempts to legitimise work with small children. From this view a new question for this conference is raised: How can we understand documentation and observation of children in light of history, tradition and from what James Wertsch (2002) called voices of collective remembering? How can we understand different kinds of children’s diversity in this light? Perhaps we must include an awareness of what voices we take for granted from our collective memories and from our working-history.

    The empirical sources include in-depth-interviews with 22 lecturers and supervisors from a local pre-school education in addition to document studies of selected materials from the archives of the Department of Education at ÖrebroUniversity and at the Örebro University Library in Sweden. The historical context and the dimension of time have been analysed using James Wertsch’s (2002) conception of voices of collective remembering in addition to the concepts of knowledge cultures (Englund & Linné 2005, Nerland 2008) and communities of practice (Lave and Wenger 2003).

Place, publisher, year, edition, pages
2009.
Keywords [en]
pre-school teacher education, female teacher education tradition, collective memory, knowledge culture, changes in pre-school teacher education, child observation.
National Category
Other Humanities not elsewhere specified Pedagogy
Research subject
Education
Identifiers
URN: urn:nbn:se:oru:diva-25798OAI: oai:DiVA.org:oru-25798DiVA, id: diva2:551660
Conference
EECERA 19th congress, Strassbourg, 26-29 augusti 2009
Available from: 2012-09-11 Created: 2012-09-11 Last updated: 2017-10-17Bibliographically approved

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Tellgren, Britt

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Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
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More styles
Language
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  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
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  • asciidoc
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