Arbetsintegrerat lärande genom lärandesamtal med föräldrar: En grund för pedagogers utveckling i arbete

This study investigates how kindergarten teachers’ learning and identity development are affected by introducing a new type of group-based parent meetings, so-called learning conversations, into kindergarten. The conversations are intended to create an arena for discussion and reflection on children’s interaction and collective learning. The purpose of the study is to investigate learning conversations as an activity that can promote the professional development and identity of kindergarten teachers.

The study shows that the introduction of learning conversations led to a learning process among kindergarten teachers, which the researchers describe through three main phases: uncertainty, performance, and experience. The study highlights that learning conversations are an activity that can help develop kindergarten teachers’ competence and professional identity. By viewing the group of children as a collective and facilitating reflection and dialogue, the conversations can provide a more holistic perspective on children’s learning and development.

The study uses a qualitative approach to understand the kindergarten teachers’ experiences of learning conversations. The data collection is based on written accounts from kindergarten teachers from six different kindergartens in a medium-sized Swedish municipality. A total of 67 kindergarten teachers participated. The kindergarten teachers were asked to anonymously write down their experiences of learning conversations.

Seitl, C., & Eriksson, L. (2023). Arbetsintegrerat lärande genom lärandesamtal med föräldrar: En grund för pedagogers utveckling i arbete. Nordisk barnehageforskning, 20(4), 129–150.