"Undervisning är ett lärande och man lär sig något nytt varenda dag varenda stund egentligen" : En studie om förskollärares uppfattning om undervisning i förskoleklass

Learning throughout the day In this study, we have tried to find out how preschool class teachers perceive teaching in preschool class activities. We have also tried to find out what preschool class teachers believe is the basis for the planning of the teaching and whether the pedagogical mapping (pedagogiska kartläggningen) affects this planning and if so how. The background to why we have chosen to investigate this is our own perceived complexity in how the activities' teaching is to be carried out according to the curriculum. Our chosen method for the survey is qualitative interviews with seven active teachers in a preschool class. We have chosen to use a phenomenographic approach. This means that the preschool teachers' perceptions are central. In our analysis we have used a sociocultural perspective. What we have found overall is that preschool class teachers can perceive the concept of teaching with a great variety. However, there were great similarities in how they expressed that they carried out the teaching. We can also see that much of the planned teaching is governed by what the pedagogical mapping (pedagogiska kartläggningen) affects this planning and if so how. The background to why we have chosen to investigate this is our own perceived complexity in how the activities' teaching is to be carried out according to the curriculum. Our chosen method for the survey is qualitative interviews with seven active teachers in a preschool class. We have chosen to use a phenomenographic approach. This means that the preschool teachers' perceptions are central. In our analysis we have used a sociocultural perspective. What we have found overall is that preschool class teachers can perceive the concept of teaching with a great variety. However, there were great similarities in how they expressed that they carried out the teaching. We can also see that much of the planned teaching is governed by what the pedagogical mapping shows