| Abstrakt: |
Routine and projects had dominated work models for preschool staff in a Swedish municipality, creating experiences of professional fragmentation between preschools. To break such patterns, a process approach was initiated promoting continuous competence development. Cultural Historical Activity Theory was used for designing an activity with the aim to collectively move from the abstract to the concrete, articulating experiences of lessons learnt during the process approach with a writing seminar in an active learning classroom. The study concluded that reflective practice should be materialized in concrete activities and that writing seminars, in active learning classrooms, is a suggested model for such activities triggering expansive learning. [ABSTRACT FROM AUTHOR] |
