%0 Journal Article %T Theoretical Appropriation in Pre-School Teachers’ Expressions after In-Service Training %A Mona Holmqvist Olander %A Agneta Ljung-Dj？rf %J Creative Education %P 11-16 %@ 2151-4771 %D 2013 %I Scientific Research Publishing %R 10.4236/ce.2013.47A2003 %X

Purpose: The aim of this article is to describe pre-school teachers’ learning of a theoretical framework, introduced in an in-service training by describing the ways they implicitly and explicitly appropriate the theoretical framework. Methods: This paper is the second analysis from a course evaluation that aimed to develop a group of 24 pre-school teachers’ knowledge and use of learning study. The empirical material was collected after a course funded by the Swedish National Agency of Education. The participants (n = 24) were all highly experienced pre-school teachers selected by their municipal employers. The course consisted of literature studies, theoretical discussions and practical work in the form of a learning study project focusing on the teachers’ own practices. They were divided into seven groups. Each group conducted one learning study. After the course, the pre-school teachers answered an evaluation and one of the questions analyzed here was: “Has your understanding of children’s learning developed during the course and, if so, in what way?” The answers were analyzed to show %K In-Service Training %K Pre-School %K Variation Theory %K Learning Study %K Appropriation %K Course Evaluation %U http://www.scirp.org/journal/PaperInformation.aspx?PaperID=34336