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Hammarberg, Annie
Publications (10 of 11) Show all publications
Hammarberg, A. & Bäckman, K. (2017). Preschool teachers pedagogical content knowledge in Mathematics, Science and Technology: What is possible to teach?. In: 27th EECERA Annual conference 'Social justice, solidarity and children's rights': Abstract book. Paper presented at EECERA 27th Conference, 'Beyond the Crisis: Social Justice, Solidarity and Children's Rights' 29th august-1st september 2017, Bologna, Italy (pp. 139-140). Bologna: EECERA
Open this publication in new window or tab >>Preschool teachers pedagogical content knowledge in Mathematics, Science and Technology: What is possible to teach?
2017 (English)In: 27th EECERA Annual conference 'Social justice, solidarity and children's rights': Abstract book, Bologna: EECERA , 2017, p. 139-140Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

The aim of the research is to investigate how preschool teachers' content knowledge (CK) and pedagogical content knowledge (PCK) can be understood in relation to mathematics, science and technology (MST) in preschool i.e. the knowledge and values that underlie preschool teachers' choice of content and how it effects teaching in preschool. Teachers' knowledge of how children learn and the specific knowledge of how all children can be involved in the classroom is one of the components of PCK (Shulman, 1986) that together with issues of gender, class and ethnicity form the framework of the study. Data will be analysed with support of Shulman's theory (1986) and the sociocultural perspective (e.g. Rogoff, 2003, Wenger, 1998). A survey was conducted together with a reference group consisting of experienced preschool managers and preschool teachers. The survey is based on concepts that derive from Shulman (1986) and on the objectives spelled out in the national preschool curriculum (National Agency, 2016). The survey has been sent to 2000 Swedish preschool teachers and has been

analysed by multivariate methods. We follow ethical guidelines on anonymity and confidentially from the Swedish Research Council (2011). Findings provide knowledge on how preschool teachers talk about MST, what words they use and their pedagogical content knowledge in relation to their teaching about mathematics, science and technology. The findings show the preschool teachers PCK and also needs and dilemmas when teaching MST content in preschool activities.

Place, publisher, year, edition, pages
Bologna: EECERA, 2017
Keywords
preschool teacher, Mathematics, Science, technology, pedagogical content knowl
National Category
Educational Sciences
Identifiers
urn:nbn:se:hig:diva-25690 (URN)
Conference
EECERA 27th Conference, 'Beyond the Crisis: Social Justice, Solidarity and Children's Rights' 29th august-1st september 2017, Bologna, Italy
Available from: 2017-11-29 Created: 2017-11-29 Last updated: 2018-03-13Bibliographically approved
Liljestrand, J. & Hammarberg, A. (2017). The social construction of the competent, self-governed child in documentation: panels in the Swedish preschool. Contemporary Issues in Early Childhood, 18(1), 39-54
Open this publication in new window or tab >>The social construction of the competent, self-governed child in documentation: panels in the Swedish preschool
2017 (English)In: Contemporary Issues in Early Childhood, ISSN 1463-9491, E-ISSN 1463-9491, Vol. 18, no 1, p. 39-54Article in journal (Refereed) Published
Abstract [en]

Documentation has become an important issue for policy, practice and accountability in many national contexts. The documentation of children’s activities is a requirement in the national syllabus for the Swedish preschool. However, the documentation of children is always a social construction that focuses on certain things and excludes (possible) others. Such constructions can be linked to broader discourses of the competent and self-governed child, and the tendency to label the child as autonomous and competent in policy documents. The purpose of this article is to explore how constructions of the competent and self-governed child are performed in documentation panels in Swedish preschools. The theoretical framework is taken from visual methodology combined with an analysis of intertextuality. Three images (pictures and written text) of the preschool are discerned: the child as a good pal; the child as an autonomous investigator; and the child as a public speaker. In all three images, the children are depicted as competent in different respects. The result is discussed by relating the findings to broader discourses emphasising the competent and self-governed child.

Keywords
Accountability, competent child, documentation, documentation panels, preschool, self- governed child
National Category
Educational Sciences
Identifiers
urn:nbn:se:hig:diva-20203 (URN)10.1177/1463949117692270 (DOI)000395424300004 ()2-s2.0-85014638032 (Scopus ID)
Note

Artikel om studien i tidningen Förskolan: http://forskolan.se/bara-det-basta-visas-upp/

Available from: 2015-09-04 Created: 2015-09-04 Last updated: 2019-03-02Bibliographically approved
Bäckman, K., Hammarberg, A. & Eriksson, A. (2016). Barns lärare och deras professionskunskaper - exemplet matematik (1ed.). In: Elisabeth Björklund och Christina Gustafsson (Ed.), Praktiknära forskning: Barn, lärare och lärande (pp. 27-44). Lund: Studentlitteratur
Open this publication in new window or tab >>Barns lärare och deras professionskunskaper - exemplet matematik
2016 (Swedish)In: Praktiknära forskning: Barn, lärare och lärande / [ed] Elisabeth Björklund och Christina Gustafsson, Lund: Studentlitteratur, 2016, 1, p. 27-44Chapter in book (Other academic)
Place, publisher, year, edition, pages
Lund: Studentlitteratur, 2016 Edition: 1
National Category
Educational Sciences
Identifiers
urn:nbn:se:hig:diva-22854 (URN)978-91-44-10971-8 (ISBN)
Available from: 2016-11-28 Created: 2016-11-28 Last updated: 2018-03-13Bibliographically approved
Bäckman, K., Hammarberg, A. & Eriksson, A. (2015). Preschool teachers and their professional knowledge: teaching mathematics in preschool. In: 25th EECERA Annual conference 'Innovation, experimentation and adventure in early childhood' : Abstract Book: . Paper presented at 25th EECERA Annual Conference, 7-10 September 2015, Barcelona, Spain (pp. 272-272).
Open this publication in new window or tab >>Preschool teachers and their professional knowledge: teaching mathematics in preschool
2015 (English)In: 25th EECERA Annual conference 'Innovation, experimentation and adventure in early childhood' : Abstract Book, 2015, p. 272-272Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

The aim of this paper is to discuss the knowledge preschool teachers need when they teach mathematics. The study focuses on how the knowledge from curriculum affect and is transmitted to teaching and how content is selected, valued and organised when they work with mathematics and documentation. Earlier research shows that the official curricula are important and have impact on how teachers organise the practice (Carr, 2007; Clements & Sarama, 2007). This paper is discussing preschool teacher’s professional knowledge in relation to mathematics and documentation and curriculum. Curriculum theory is used as frame factor in the analysis (Dahlberg et al., 2005; Lundgren, 1972; National Agency, 2010 & 2012). The empirical data drawn from a larger study in Sweden (Bäckman, 2015) include interviews with 19 Swedish preschool teachers. Focus was on their understanding of knowledge and strategies in teaching mathematics. Analyses also consist of frame factors like policy documents and the national preschool curriculum. The ethical considerations follow the rules from The Swedish Research Council (2011). The main findings of the analyses concerning preschool teachers' professional knowledge in relation to teaching mathematics are that policy documents and the national curriculum are strong frame factors and also support different educational strategies. The teachers want to design learning environments that supports children’s mathematical exploring and learning. In that work they used documentation as a strategy to organise the teaching. Children’s teachers need knowledge of the frame factors, both international and national, when they create participatory practice and learning opportunities for children.

Keywords
preschool, mathematics, preschool curriculum, documentation, professional knowledge
National Category
Educational Sciences
Identifiers
urn:nbn:se:hig:diva-20755 (URN)
Conference
25th EECERA Annual Conference, 7-10 September 2015, Barcelona, Spain
Projects
Barns lärare-antologi
Available from: 2015-12-01 Created: 2015-12-01 Last updated: 2018-03-13Bibliographically approved
Bäckman, K. & Hammarberg, A. (2014). The importance of preschool teachers’ knowledge for quality in early childhood education. In: 24th EECERA annual conference ’Us, Them and Me: Universal, Targeted or Individuated Early Childhood Programmes’: Abstract Book. Paper presented at 24th EECERA annual conference,‘Us, Them & Me: Universal, Targeted or Individuated Early Childhood Programmes', 7-10 September 2014, Crete, Greece (pp. 54-54).
Open this publication in new window or tab >>The importance of preschool teachers’ knowledge for quality in early childhood education
2014 (English)In: 24th EECERA annual conference ’Us, Them and Me: Universal, Targeted or Individuated Early Childhood Programmes’: Abstract Book, 2014, p. 54-54Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

The research objective is to explore the knowledge teachers in Botswana and Sweden, which is important and/or necessary when they teach mathematics and science in Early Childhood Education (ECE). The aim is to discern the basic teacher knowledge that might be global and knowledge shaped by culture. Previous research shows that Pedagogical Content Knowledge (PCK) in early childhood includes didactical considerations in relation to culture and children’s experiences (e.g. Clements & Sarama, 2009). According to Shulman (1986) and later Grossman (1990) teachers’ subject knowledge and pedagogical content knowledge both influence teaching. The study involves one survey in Sweden with 64 preschool teachers and one survey in Botswana with 65 preschool educators.  We have also used focus groups interviews to gain deeper knowledge of certain issues.

We follow the ethical rules for researchers in both countries. The considerations include informed consent and confidentiality. The knowledge base teachers need in preschool include pedagogical and didactical knowledge together with subject knowledge. Data shows that there is basic knowledge that is similar and maybe global when it comes to mathematics and science. However, some knowledge is shaped by culture, local traditions and expectations. To ensure quality education for the youngest children educated teachers with knowledge about content like mathematics and science is needed. Teachers also need knowledge about children and of the learning strategies they are using. Teacher knowledge also includes curriculum goals and how to implement curriculum in daily activities and play.

Keywords
Mathematics, Science, Preschool, Teaching, Pedagogical Content Knowledge
National Category
Educational Sciences
Identifiers
urn:nbn:se:hig:diva-17628 (URN)
Conference
24th EECERA annual conference,‘Us, Them & Me: Universal, Targeted or Individuated Early Childhood Programmes', 7-10 September 2014, Crete, Greece
Funder
Sida - Swedish International Development Cooperation Agency
Available from: 2014-10-02 Created: 2014-10-01 Last updated: 2018-03-13Bibliographically approved
Bäckman, K., Hammarberg, A. & Bose, K. (2013). Different Cultures, Different Contexts: Teaching Mathematics and Science in Botswana and Sweden. In: : . Paper presented at 23rd EECERA Conference : Values, Culture and Contexts, Tallinn, Estonia 28th August - 31st August 2013.
Open this publication in new window or tab >>Different Cultures, Different Contexts: Teaching Mathematics and Science in Botswana and Sweden
2013 (English)Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

 

 

National Category
Social Sciences
Identifiers
urn:nbn:se:hig:diva-15106 (URN)
Conference
23rd EECERA Conference : Values, Culture and Contexts, Tallinn, Estonia 28th August - 31st August 2013
Available from: 2013-09-02 Created: 2013-09-02 Last updated: 2018-03-13Bibliographically approved
Bäckman, K., Hammarberg, A. & Iller Gesell, M. (2013). Matematikundervisning i förskolan: Vad då undervisning!?. In: : . Paper presented at Matte/NO-bienetten 26 januari 2013, Stockholm Waterfront Congress Inst. för matematikämnets och naturvetenskapsämnenas didaktik (MND) Stockholms Universitet.
Open this publication in new window or tab >>Matematikundervisning i förskolan: Vad då undervisning!?
2013 (Swedish)Conference paper, Oral presentation with published abstract (Other academic)
Abstract [sv]

Matematikundervisning i förskolan - Vad då undervisning!? 

I föreläsningen presenteras ett aktionsforskningsprojekt där vi fokuserat på förskollärares matematikundervisning i etniskt mångkulturella förskolor.  I projektet medverkar 15 förskollärare som alla arbetar på etniskt mångkulturella förskolor.

Vi problematiserar undervisningsbegreppet och beskriver hur vi med stöd i bl.a. variationsteori synliggör det matematiska innehållet i förskolans vardag, där omsorg och lärande, tillsammans med barns intressen och erfarenheter utgör en grund. I undervisningen används estetiska uttrycksformer och Tecken som Alternativ och Kompletterande Kommunikation (TAKK). Pedagogiska verktyg i aktionsforskningen är till loggboksskrivande, observationer, intervju/samtal och dokumentation (förutsättningar-process-resultat-reflektion).  Vi visar hur barns intressen och erfarenheter kan synliggöras och tas till vara i undervisnings- och lärandesyfte. Exempel från verksamheterna kommer att visas tillsammans med hur vi dokumenterar barns erfarande.

 

Projektet har även ett samarbete med lärare och forskare i Botswana och vi kommer också att berätta om våra erfarenheter från de enkätundersökningar vi gjort beträffande vilka kunskaper som förskollärare i anser sig behöva i matematikundervisning.

 

Projektet är en del av arbetet inom forskargruppen Early Childhood Education (ECE) vid Högskolan i Gävle och i samarbete med University of Botswana (ett Sida finansierat projekt).

Keywords
förskola, matematik, undervisning
National Category
Social Sciences
Identifiers
urn:nbn:se:hig:diva-15297 (URN)
Conference
Matte/NO-bienetten 26 januari 2013, Stockholm Waterfront Congress Inst. för matematikämnets och naturvetenskapsämnenas didaktik (MND) Stockholms Universitet
Funder
Sida - Swedish International Development Cooperation Agency
Available from: 2013-09-17 Created: 2013-09-17 Last updated: 2018-03-13Bibliographically approved
Bäckman, K., Hammarberg, A. & Bose, K. (2013). Teaching Mathematics And Science In Botswana And Sweden: A Comparative Account. In:  : . Paper presented at The 3rd African Conference on Basic Education, Gaborone, Botswana, July 2-4, 2013.
Open this publication in new window or tab >>Teaching Mathematics And Science In Botswana And Sweden: A Comparative Account
2013 (English)In:  , 2013Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Preschool teachers need a knowledge base that includes pedagogical and didactical knowledge together with the subject knowledge. This paper sheds light on preschool teachers’ experiences in mathematics and science teaching in the early years. The paper covers the situation in Botswana, a developing country and Sweden, a developed one. The aim is to present a comparison of the pedagogical and didactical knowledge of a preschool teacher in mathematics and science. The study highlights Pedagogical Content Knowledge (PCK) and didactical considerations of maths and science teaching in preschools with reference to varied contexts, cultures and values. The Research intends to find out existing practices and derive the best method of teaching math and science in countries with diverse cultural and traditional framework. The survey conducted used a sample of 72 preschool teachers in Sweden and 64 in Botswana. Questionnaires and Focus Group Discussions were used for data collection; quantitative as well as qualitative analysis was used to compare the groups in the research study. The findings show that the context and culture play a significant role in teaching learning process. In a developing country like Botswana, the teachers were untrained in ECE and needed professional training to acquire pedagogical and content knowledge to plan maths and science activities and use available resources effectively. In a developed country like Sweden, on the contrary, teachers were trained in ECE, who planned activities and used available resources effectively and yet emphasised on updating content knowledge through specialized training. Both the countries however, need a Science Centre, documentation of experiences, knowledge handling and an administrative support to execute the BEST PRACTICE in teaching of mathematics and science to young children.

Keywords
Content Knowledge, Mathematics, Pedagogy, Preschool teaching, Science
National Category
Social Sciences
Identifiers
urn:nbn:se:hig:diva-15295 (URN)
Conference
The 3rd African Conference on Basic Education, Gaborone, Botswana, July 2-4, 2013
Funder
Sida - Swedish International Development Cooperation Agency
Available from: 2013-09-17 Created: 2013-09-17 Last updated: 2018-03-13Bibliographically approved
Hammarberg, A. & Liljestrand, J. (2013). The Construction of the Child on Documentation Panels in the Swedish Pre-School. In: : . Paper presented at NERA, Reykjavik, Iceland, March 7-9 2013..
Open this publication in new window or tab >>The Construction of the Child on Documentation Panels in the Swedish Pre-School
2013 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

In the Swedish pre-school, documentation of children’s activity is mandated in the national syllabus, Lpfö -98 (Skolverket, 2010). There are different documentations, both concerning material, e.g. photos, drawings, videos and for different purposes. One kind of documentation which is prominent for different kinds of actors in the pre-school, is the documentation panels of children’s activities posted on the walls (Helm, Beneke & Steinheimer1998; Kline 2008). Such “publications” can be seen as a case for how the pedagogues are interpreting the task of documenting the activity of the children in relation to their educational goals. However, documentation of children is always a social construction, focusing on certain things while excluding (possible) others. The documentation is not only a presentation of what is going on in the daily practice of the pre-school, but a discursive practice in which children are being constructed in different ways (Lenz Taguchi 2010). Our purpose is to explore how constructions of the child are performed in documentation panels in Swedish pre-schools.  The theoretical framework is taken from post-structural theory and from visual methodology (Rose 2007). The material consists of photographs from documentations from which a selection of documentations has been made. Some preliminary categories are discerned and will be presented in our paper. 

 

Our preliminary findings show that the child is constructed mostly (but not only) in relation to educational goals which are attached to photographs with an accompanying text, constructing the child as e.g. someone who is learning and as someone being socialized as a “good pal”. The documentation panels focus mainly on good examples, i.e. of successful development and with a claim of capturing such a process in the public documentations. Our project is exploring both the local preconditions as well as the local consequences of the increasing accountability in the pre-school sector, and can be regarded as relevant for educational research in Scandinavia.

National Category
Social Sciences
Identifiers
urn:nbn:se:hig:diva-13940 (URN)
Conference
NERA, Reykjavik, Iceland, March 7-9 2013.
Available from: 2013-03-12 Created: 2013-03-12 Last updated: 2019-03-02Bibliographically approved
Hammarberg, A. (2012). Att utmana studenters föreställningar: med genus som exempel. In: Göran Fransson & Helena Hammarström (Ed.), I mötet mellan vetenskap och lärande: 13 högskolepedagogiska utmaningar (pp. 67-79). Gävle: Gävle University Press
Open this publication in new window or tab >>Att utmana studenters föreställningar: med genus som exempel
2012 (Swedish)In: I mötet mellan vetenskap och lärande: 13 högskolepedagogiska utmaningar / [ed] Göran Fransson & Helena Hammarström, Gävle: Gävle University Press , 2012, p. 67-79Chapter in book (Other academic)
Place, publisher, year, edition, pages
Gävle: Gävle University Press, 2012
Series
Lärarutbildningens skriftserie, ISSN 1652-0955 ; 6
Keywords
didaktik, förskollärare, föreställningar, genus, högskolepedagogik
National Category
Educational Sciences Pedagogy Didactics
Identifiers
urn:nbn:se:hig:diva-12533 (URN)978-91-974893-5-5 (ISBN)
Available from: 2012-08-06 Created: 2012-08-06 Last updated: 2018-03-13Bibliographically approved
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