Detta är en Master-uppsats från Göteborgs universitet/Institutionen för pedagogik och specialpedagogik

Sammanfattning: Aim: Τhis research aims to embark a journey into complex issues of art-based and interdisciplinary teaching and use of pedagogical and extended pedagogical environments based upon educators’ perspectives. Through understanding deeply educators’ views regarding these teaching methods, educators may receive the support needed.Theory: Reggio Emilia pedagogical philosophy: focus on “100 languages” and pedagogical environment as a third educator, posthumanism, contextual model of learning, object-center learning theory.Method: Art-based research with auto-ethnographic characteristics in the form of self-reflected researcher’s notes that run through the main text as footnotes, were adopted. For data collection both in depth online interviews (varied between 90-150 minutes) and online questionnaires were conducted. Participants were asked to make drawings of their present and dreamed educational system, pedagogical environments and teaching approaches during their interviews. For the data analysis CAP is also used. Therefore, auto-ethnographic footnotes, in the findings’ chapter, contain drawings, short theatrical/ movement videos, rhythmical recordings or videos in sign language made by the researcher and cooperators. This assisted the data analysis process and embraced the multimodality of this document, based upon “100 languages” and the value of cooperation between educators and artists.Results: Educators revealed their views regarding benefits, difficulties and recommendations in applying the above teaching methods. Findings revealed that the majority of educators view the value of arts in education as marginalized, some educators feel trapped in the current educational system and explained that this is due to the dualistic binaries between art vs science and the way society values arts as of minor importance. The use of the teaching methods researched, regardless of their benefits for both pupils and educators, are limited in both educators’ studies and usually their professional development. Exceptions, in their majority, constitute educators who had extra artistic studies or work in Reggio Emilia inspired schools. The lack of practical experience in educators’ studies and clear guidelines, planning time, workshops for professional development for in-service educators and curricular formations, are brought up by educators as the most important barriers in applying these methods. The study suggests enriched educators’ studies, which will aim to provide educators with a holistic pedagogical tool box, seminars for professional development for in-service educators and curricular reformations regarding these teaching methods.

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