Reflektion och självinsikt i "den kommunikativa pedagogiken"

Sammanfattning: This thesis focuses on the pedagogue as a social being and how she or he experiences the social life in preschools and schools in Tallsten. In 1996, the child-care and education authorities in Tallsten introduced a new manner of thinking and working based on the communicative pedagogy. The idea of communicative pedagogy was origanlly put forth by the Danish teacher Lars Rokkjaer. One of the goals is to make visible the pedagogues´ untapped competence. The thought is that individuals can, through self-reflection as well as collegial reflection, develop themselves with the help of the resources inherent in their untapped competence. The overall purpose is to create a communicative organization with the help of communicative processes that reinforce themselves. This dissertation uses a socio-psychological approach and the theoretical basis is interactionistic. The study undertaken in Tallsten began in 2001, after the process of the communicative pedagogy had been in effect for five years. The empirical study involves 19 interviews and 85 questionnaires with pedagogues working either in preschools or schools. This study focuses on the views and opinions of the respondents, and its purpose is to attempt to understand on three different levels what the pedagogues´ experience of interaction based on the communicative pedagogy has meant for themselves, for the development of their teams and for the organization. The overall conclusion is that the majority of the pedagogues feel that the communicative pedagogy has contributed to their personal development as well as to the development of their teams and their work.