Teachers enacting complementation and compensation in a practice under strain. Policy and practice in Swedish school-age educare

The aim of this study is to explore the way teachers enact policy regarding the tasks of complementation and compensation in Swedish School-Age Educare. As a result of numerous policy changes, school-age educare as an institution has undergone significant and substantial changes in terms of its social mandate, educational objectives, and content. In this paper, we investigate how these policy changes have transformed the everyday practice for staff working in these settings. We base our analysis on policy enactment theory, focusing on the way policy is transformed into practice. The research material consists of group interviews with 53 staff members interviewed in twelve focus groups, representing twelve different settings. The results highlight that enacting policy in Swedish school-age educare involves multiple interpretations of these concepts, being constrained by materiality in several ways, representing a mix of discourses in both policy and practice regarding the tasks of complementation and compensation. (DIPF/Orig.

Meaningful leisure time in school-age educare : the value of friends and collective strategies

Peer reviewedPublisher PD

Det dubbla kompetenskravet: En studie av lärarstudenters utveckling av kompetenser inom en ny lärarutbildning

I föreliggande studie undersöks lärarstudenters utveckling av kompetenser inom lärarutbildningen. Studien har sin bakgrund inom de utbildningstrender som har som ambition att föra samman en socialpedagogisk omsorgstradition med en skolämnesinriktad utbildningstradition, där vi menar att lärarutbildningen för lärare i fritidshem utgör ett exempel. Fokusgruppintervjuer har använts för att intervjua 16 avgångsstudenter på lärarprogrammet med inriktning mot arbete i fritidshem på ett lärosäte i Sverige. Intervjuerna analyserades med hjälp av tematisk analys och visar att utbildningen erbjuder skilda lärandemiljöer för utveckling av kompetenser som svarar mot ett dubbelt kompetenskrav: Återskapare, Medskapare och Nyskapare. Analysen tydliggör både skillnader och likheter mellan de tre kompetenserna men det är samtidigt viktigt att se dem som komplementära. Återskapare kännetecknas av en anpassad och reproducerad kompetensutveckling där studenterna aktivt väljer att bli antingen lärare inom fritidshemmet eller i sitt praktisk estetiska skolämne. Medskapare kännetecknas av att studenterna anpassar sig till utbildningens genomförande och producerar en parallell kompetens och blir lärare i fritidshemmet och sitt skolämne. Nyskapare har drag av en produktiv - kreativ kompetens där studenterna använder sina praktisk estetiska ämneskunskaper inom fritidshemmets verksamhet, och sin fritidspedagogiska kompetens i undervisningen av det praktisk estetiska ämnet. Resultatet diskuteras avslutningsvis i relation till utbildningens förmåga att erbjuda en kreativ kompetens.  Abstract“The dual competence requirement - A study of teacher student competences in a new teacher education” examines students dealing with a dual competence requirement in teacher education. The study has its’ background in educational trends that aim to bring together a social pedagogical tradition with an educational tradition, with a focus on teacher training in School age educare (fritidshem). Focus group interviews have been used to interview 16 students in teacher education at a university in Sweden with a focus on working in school-age educare. A thematic analysis was implemented, where development of three different competences emerged that correspond to a dual competence requirement, which is Re-creators, Co-Creators and Innovators. The analysis highlights both the differences and similarities between the three competences, while also showing how the competences complement each other. The Re-creators are characterized by adapted and reproduced skills development, in which the student actively chooses to become either a teacher in the school-age educare or his subject. The Co-creators are characterized by the students adapting to the education’s implementation and producing parallel skills and becoming teachers in the school-age educare and their subject. The Innovators feature a productive creative competence in which the students use their practical aesthetic subject knowledge in the school-age educare activities, and their school-age educare skills in the teaching of the practical aesthetic subject. Findings are discussed in relation to the offering of creative skills.&nbsp

Varför vill jag bli lärare i fritidshem? : Lärarstudenter skriver om meningsskapande

Aim of this book This book represents a more delimited interest in some of aspects of the care crisis. We focus on what is called loss of meaning and shaping of meaning in Nordic teacher training programmes. This involves an attempt to study and strengthen the professional norms, standards and ideals, which have historically developed within the Nordic teacher training programmes and professions. These norms, standards and ideals are diverse, but they can be summarized as a professional ethos aimed at ‘making a difference’ in children’s and young people’s lives. We are concerned that this very basic helper motivation is increasingly lost, forgotten, or neglected as part of the care crisis, and we are interested in finding ways to reinstate and reshape its crucial meaning. [...] Projektinformation: Erasmus+</p

Varför vill jag bli lärare i fritidshem? : Lärarstudenter skriver om meningsskapande

Aim of this book This book represents a more delimited interest in some of aspects of the care crisis. We focus on what is called loss of meaning and shaping of meaning in Nordic teacher training programmes. This involves an attempt to study and strengthen the professional norms, standards and ideals, which have historically developed within the Nordic teacher training programmes and professions. These norms, standards and ideals are diverse, but they can be summarized as a professional ethos aimed at ‘making a difference’ in children’s and young people’s lives. We are concerned that this very basic helper motivation is increasingly lost, forgotten, or neglected as part of the care crisis, and we are interested in finding ways to reinstate and reshape its crucial meaning. [...] Projektinformation: Erasmus+</p

Fragmented boundary zones between theory and practice in preschool teacher education in Sweden

Research dealing with preschool teacher education has been, for a long time, criticalof a binary divide between theory and practice. Based on that issue, this studyinvestigates a preschool teacher education programme in Sweden. It focusses onreflection upon theory and practice as an affordance offered to students in studies andwork. The study used a questionnaire with two different groups: campus studentsfollowing the regular programme and students who were nurses already working atpreschools. Analysis shows a fragmented education where the groups faced differentproblems, but also that neither of them could connect reflections on theory andpractice at the workplace to their own deep learning approaches in either studies orworking matters. How the students experienced affordances depended on theireducational skills and knowledge, and the programme relied mostly on individualreflection as the solution to the binary divide. This reliance seemed to work better forcampus students, who were challenged by the new environmental affordances. Thestudents in the field-based programme were very close to the preschools’ pedagogicalmicro-practice, which limited the possibility for critical reflection on theory andpractice and its contextual conditions, especially for students who were nurses.Workplace routines seem to structure the students’ learning instead.

Vad är en bra fritidshemslärare? : Nya fritidshemslärarstudenters diskursiva konstruktioner av fritidshemslärarprofessionen och fritidshemslärarkompetenser

Aim of this book This book represents a more delimited interest in some of aspects of the care crisis. We focus on what is called loss of meaning and shaping of meaning in Nordic teacher training programmes. This involves an attempt to study and strengthen the professional norms, standards and ideals, which have historically developed within the Nordic teacher training programmes and professions. These norms, standards and ideals are diverse, but they can be summarized as a professional ethos aimed at ‘making a difference’ in children’s and young people’s lives. We are concerned that this very basic helper motivation is increasingly lost, forgotten, or neglected as part of the care crisis, and we are interested in finding ways to reinstate and reshape its crucial meaning. [...]Erasmus</p

Vad är en bra fritidshemslärare? : Nya fritidshemslärarstudenters diskursiva konstruktioner av fritidshemslärarprofessionen och fritidshemslärarkompetenser

Aim of this book This book represents a more delimited interest in some of aspects of the care crisis. We focus on what is called loss of meaning and shaping of meaning in Nordic teacher training programmes. This involves an attempt to study and strengthen the professional norms, standards and ideals, which have historically developed within the Nordic teacher training programmes and professions. These norms, standards and ideals are diverse, but they can be summarized as a professional ethos aimed at ‘making a difference’ in children’s and young people’s lives. We are concerned that this very basic helper motivation is increasingly lost, forgotten, or neglected as part of the care crisis, and we are interested in finding ways to reinstate and reshape its crucial meaning. [...]Erasmus</p