Multivocal Didactic Modelling: Collaborative Research Regarding Teaching and Co-Assessment in Swedish Preschools

Abstract

In Swedish preschools teachers seem to struggle with the concept of "teaching" in their day-to-day practices. A three-year collaborative research project involving preschool teachers, managers and researchers therefore aimed to describe and further develop knowledge about what could characterize teaching and co-assessment based on scientific grounds and proven experience. The research was carried out in between 93 and 137 preschools/or preschool departments in ten municipalities in Sweden between 2016 and 2017. The method was based on a praxiographic approach where preschool teachers tested four different theory-informed teaching arrangements. The material consisted of about 895 coplans, 740 co-evaluations and 110 hours of video. Analysis was based on a didactic premise and can be methodologically described in terms of abductive analysis. The analysis was merged and tested in a communicable entity through the "multivocal didactic modelling" concept. The results indicated that teaching is modelled through co-assessment. Multivocal traces related to didactic questions and didactic levels emerge from theory-informed teaching arrangements. The research stands to make a highly significant contribution to knowledge development concerning teaching and co-assessment in preschool. Theory-informed teaching arrangements, with integrated didactic models, have been tried and shown to support teachers in conducting teaching that is based on scientific grounds and proven experience. The concept "multivocal didactic modelling" paves the way for alternative (meta)theoretical trajectories for critical reflection and for more cohesive and finely tuned teaching. In conclusion, the contribution to the development of knowledge can be described in terms of theory-informed practical development and practically grounded conceptual development.

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

“…Instead, the article takes the so-called reality, or rather realities, of preschool teaching as its starting point. The article refers to different areas of reality or strata, including physical, chemical, biological, psychological and social strata [42,43]. In teaching realities, all of these strata are contained and each of them is individually complex.…”

“…The threads from one side can symbolize the teaching realities in the municipalities, and the threads from the other side can Figure 1. Areas of reality that exist in teaching realities and sciences/theories that can be linked to didaktik and illustrated in a meta-didaktik spiral (e.g., [39,43]; The authors have a license for the picture. The different colours can illustrate the multivocal testing of different theory-informed teaching arrangements.…”

Lyssnandets didaktik som grundton i flerstämmig undervisning – exemplet rytmati

“…Programmet utgår från medverkandes formulerade frågor som rör undervisning och sambedömning i förskola (Vallberg Roth et al, 2019). Tidigare studie (Holmberg & Vallberg Roth, 2018) visar att ett kännetecken på musikundervisning i förskola kan vara dess flerstämmighet i form av flera infallsvinklar och variation i närmanden.…”

“…I artikeln fokuseras ett undervis ningsupplägg som är didaktiskt och poststrukturellt informerat. Därigenom studeras upp lägget med utgångspunkt i medverkandes genererade samplaneringar/förberedelser, deras genomförande av undervisning som kan vara filmad och/eller på annat sätt dokumenterad (exempelvis foto eller spaltdokumentation) samt medverkandes samvärderingar(Vallberg Roth, et al, 2019).I samverkansforskningen utvecklas kunskap i samverkan med medverkande. Medverkande kommun/skolhuvudman deltar med ett eller flera utvecklingsteam som inkluderar rektorer/förskolechefer och förskollärare.…”

Embedding Chemistry Education into Environmental and Sustainability Education: Development of a Didaktik Model Based on an Eco-Reflexive Approach

“…Together, the three authors systematically developed the revised model presented in this article. We performed one step-a theoretical one-of what in the literature is called didactic modeling (e.g., [18,32,33]). It is a multifaceted concept that can be understood in different ways and includes both theoretical and practical steps.…”