Sökning: "relationell pedagogik"
Visar resultat 1 - 5 av 9 avhandlingar innehållade orden relationell pedagogik.
1. Vad eller vem? : en pedagogisk rekonstruktion av G. H. Meads teori om människors intersubjektivitet
Sammanfattning : .... LÄS MER
2. Lärarstudenters berättelser om läsning. Från tidig barndom till mötet med lärarutbildning
Sammanfattning : The aim of the thesis is to contribute to knowledge about experience and perceptions of reading that students at a school of education have, from early reading experiences in childhood, to the encounter with reading in context of their teacher training. The following overarching questions were asked: What aspects of narratives appear to be significant in the students’ reading trajectories? Which aspects of the narratives appear to be significant in the encounter with reading during the students’ teacher training? To place the present investigation in a wider context a social-cultural perspective on reading is used as a means to shed light on the empirical data of the thesis. LÄS MER
3. Konstruktionen av det avvikande förskolebarnet - En kritisk fallstudie angående utvecklingsbedömningar av yngre barn
Sammanfattning : Konstruktionen av det avvikande förskolebarnet, är en avhandling som behandlar relationen mellan begrepp som utveckling, avvikelse och särskilt stöd i förskolan. Begreppet normalitet problematiseras i ett samhälleligt perspektiv och kopplas till olika aktörers utrymme att formulera "sanningar" rörande avvikelser. LÄS MER
4. Vad händer med dialogen? : En studie av dialogisk interaktion mellan pedagog och barn i förskolan
Sammanfattning : The overall purpose of this study is to gain knowledge about dialogues in the setting of the preschool. The more in-depth purpose is to highlight what happens in dialogues between a teacher and a child when more children join the situation of interaction in which the dialogue is taking place. LÄS MER
5. Trustful Relationships and School Development
Sammanfattning : Methods other than averages from national tests, grades and levels of eligibility for higher education to evaluate the quality of education and school development are called for. In this dissertation is examined how a conscious effort to develop trustful relationships and mutual interaction among all actors in schools may contribute to increased well-being, community and strengthened learning processes for both students and teachers. LÄS MER
