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Abstract

The present study examines how teachers in school-age educare view their profession in terms of job tasks, work situation and their need for and attitude towards teaching assistants. The study was conducted in two steps. Firstly, 61 school-age educare teachers answered an online survey. Based on the results of the survey, eight fictitious employment advertisements were constructed with different job descriptions. During a staff development day, 44 school-age educare teachers prioritized the various announcements based on their needs for an additional resource. The priorities were then discussed in seminar form. The results show that there is large variation in all the tasks performed within the framework of the school-age educare teachers’ professional practice, which is discussed here from a professional theoretical perspective. The profession’s area of responsibility is extensive, ranging from certified teaching duties to simple practical tasks that are often time-consuming. The work is, therefore, often experienced as stressful and fragmented. Clearly, there are different directions of will regarding the professional development and positioning. From the data, three types of school-age educare teachers emerged; common to these types is that the task as a substitute in the school is not desirable.

Det undervisande fritidshemmet i lärandets tidevarv : En diskursanalytisk studie med fokus på de naturvetenskapliga och tekniska undervisningspraktikerna

“…Specialpedagogik berörs indirekt i denna studie då ett av fritidshemmen finns på en anpassad grundskola. I en svensk kontext finns en del studier med specialpedagogiskt fokus inom det fritidshemspedagogiska forskningsfältet (se exempelvis Fälth et al, 2020a;Fälth et al, 2020b;Karlsudd, 2015Karlsudd, , 2020Karlsudd, , 2021Karlsudd, , 2022aKarlsudd, , 2022bKarlsudd, , 2023Karlsudd & Dahl, 2022;Lundbäck, 2022;Lundbäck & Egerhag, 2020); Lundbäck & Fälth, 2019;Wernholm, 2023), även om forskningen inom det fältet är väldigt begränsad (Lundbäck & Fälth, 2019). De flesta av de nämnda studierna är intervjustudier, vilket innebär att empirisk kunskap om undervisning är ännu mer begränsad, speciellt när det gäller särskilda fritidshem som hör till anpassad grundskola, enligt Karlsudd (2022a).…”

Inclusion through Participation: Fostering Pupils’ Feelings of Belonging in Swedish After-School Care

“…Since the advent of the profession, teachers in after-school care have been given much latitude for developing a relationship-oriented pedagogy and have often stepped into the role of representatives for "vulnerable children" [7][8][9]. In this respect, there are signs that the after-school teacher's role and mission have weakened.…”

“…Inclusion has been profiled as one of the desires of special education in recent decades. Inclusion is often defined as a process in which being included is the end goal [14,15].…”