Abduktiv analys i samverkansforskning – fokus på didaktiska modeller i förskola

Abstract

Den abduktiva analysen som fokuseras i artikeln genomfördes mot bakgrund av samverkansforskning i två storskaliga forsknings- och utvecklingsprogram (FoU). Totalt genomfördes FoU-programmen i 18 kommuner/skolhuvudmän och i cirka 175 förskolor/avdel­ningar. Artikeln syftar till att bidra med kunskap om abduktiv analys i samverkansforskning med fokus på didaktiska modeller i förskola. I samverkansforskningen prövades abduktiv analys som metodologisk strategi för att kunna sluta sig till en nyanserad praktikteoretisk tolkning av vad som kunde känneteckna undervisning i förskola. Den abduktiva analysen utföll i didaktiska modeller som byggde på en robust teoretisk grund och empirisk bas, vilken bestod av cirka 3 700 dokument, cirka 145 filmtimmar och cirka 780 000 ord, där sammanlagt cirka 15 500 personer hade samtyckt att medverka. Det upprepade prövandet av abduktiv analys i två FoU-program stärkte trovärdighet, generaliserbarhet och användbarhet. Sammantaget utföll den abduktiva analysen i ”flerstämmig didaktisk modellering” som relaterades till demokrati i en klokare värld.

Multivocal Didaktik Modelling in Early Childhood Education—For a Sustainable Future in a World of Change

“…Our chosen collaboration method refers to collaboration with participants through the research part of the R&D programs and the ELR network-from the initiation of questions about teaching in preschool, to dialogue about research questions, to the choice of design for theoretically informed teaching arrangements, to the selection of preschools/departments and participants, to the generation of data and discussion of the abductive outcome of the analysis [39,51,64,92]. In this large-scale collaboration method, it was the participating school authorities/leaders who made the selection of preschools/departments and participants, and the researchers were not directly present in the preschool practices.…”

“…We also shifted the focus from learning to teaching in the revised model. The questions were formulated according to Figure 3: Attempts to look beyond the here-and-now given can be interpreted as being in line with an unknown future and with didaktik questions that are formulated with "can" instead of "should" [51]. In other words, it regards an openness and curiosity about what could be and become.…”

“…The theoretical level can refer to traces when the participants scientifically ground their teaching and relate it to theoretical inputs and concepts. In collaborative research, this happens, for example, Attempts to look beyond the here-and-now given can be interpreted as being in line with an unknown future and with didaktik questions that are formulated with "can" instead of "should" [51]. In other words, it regards an openness and curiosity about what could be and become.…”

“…In designing and testing didaktik models in the collaborative research, didaktik and abduction were combined [51]. Continental/German/Nordic didaktik guided a so-called critical didaktik [27,28,44,[47][48][49]75,76].…”

“…add a critical, nuanced and openly change-oriented dimension to didaktik collaboration research within the framework of democracy in a wiser world [51].…”