Hverdagsfortellinger som setter spor - Studenters fortellinger fra og refleksjoner over hverdagslivet i barnehagen
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Original versionEilifsen, M. (2020). Hverdagsfortellinger som setter spor – Studenters fortellinger fra og refleksjoner over hverdagslivet i barnehagen. I J. V. Hugaas & Å. H. Kallestad (Red.), Oppvekst og livstolkning: Flerfaglige blikk på barns og unges eksistens, fellesskap og fortellinger (s. 233–253). Cappelen Damm Akademisk/NOASP. 10.23865/noasp.107.ch10
We understand our lives through narratives, and the form of the narratives is appropriate for understanding the actions of others, says MacIntyre. Meanwhile, narratives and understanding of narratives also apply to understanding our self and our own actions. Through stories from the field of practice in the study program for kindergarten teachers, students describe serious and important stories from an everyday life with children. These stories have had an impact on student’s development in becoming teachers. Through reflective work with life stories from teaching students, various perspectives on life management from children aged 2–8 years are outlined. The stories are told through the students’ voices, and they are reflected over in hindsight with the subject teachers from the program. The article deals with the students’ ways of telling stories and reflecting on them retrospectively. Phenomenological hermeneutic method lay as a basis for analysis of stories as Lived Experience Descriptions (LED) in this article (van Manen). The main result is the importance of listening to and reflecting on narratives in order to understand and alter actions and become a reflective kindergarten teacher.