Confirming and resisting an underdog position – leisure-time teachers dealing with a new practice

Hjalmarsson, Maria; Hultman, Annica Löfdahl

doi:10.1080/1350293x.2015.1087139

Cited by 17 publications

(14 citation statements)

References 9 publications

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“…Planeringsresursen för fritidshemmen äts upp av den ordinarie skolverksamheten och pedagogerna upplever en ambivalens med att inte kunna bedriva fritidshemsarbetet på dess egna premisser. Att förhålla sig till denna nya professionalism (Ackesjö, 2015;Hjalmarsson & Löfdahl Hultman, 2015) och skolans överordning (Hansen Orwehag, 2013;Boström & Augustsson, 2016) har behandlats i tidigare forskning med inriktning på fritidshemmens verksamhet. De dubbla korstryckande uppdragen problematiseras av Ackesjö och Landefrö (2014) med följande ord: "Vi ställer oss frågan om man som lärare kan bemästra detta dubbla uppdrag utan att en av verksamheterna underordnas den andra (s.…”

Section: Resultatdiskussionunclassified

“…Integreringen i skolan tycks ha begränsat fritidspersonalens handlingsutrymme, självständighet och yrkesidentitet (Ackesjö, 2011). Att förhålla sig till en lärandeorienterad professionalism tycks inte vara helt enkelt då personalen måste förhålla sig till situationer som de anser vara både negativa och orättvisa (Hjalmarsson & Löfdahl Hultman, 2015) och "… thereby both confirming and resisting an underdog position, (s.440)". Andra beskrivningar av den nya professionen är "hybrid professionell identitet" (Ackesjö, Nordänger, & Lindqvist, 2016 s. 101), samt att arbeta som fritidspedagog i båda skola och fritidshem tycks vara en "balansakt på barrikaderna" (a.a. s. 105).…”

Section: Om Komplexiteten Med Fritidshemsverksamhetunclassified

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Läroplansimplementering och korstryck i fritidshemmets arbete

Boström

Berg

2018

educare

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In Swedish leisure-time-centers, there is a daily activity for about half a million children. It is characterized by a complexity including, for example, changes in steering documents, lack of an accentuated pedagogy and a changing profession. Against this background, this study focuses on leisure-time-teachers' perceptions of curriculum implementation and possible impact in the leisure-time-center education practice. The empirical data consists of individual interviews, focus groups and field studies. In the study, theories of curriculum didactics and organizational theory are combined. As an analytical concept, curriculum implementation and cross pressures are used. The result shows that the values and tasks that the leisure-time-teachers emphasize in relation to the steering documents are social skills, professional ambivalence and the status of leisure-time-centers. Strategies personnel use is high leadership structure, reactive confirmation of steering documents and traditional leisure-time activities. Restrictions in the professional practice are the low status of activities in leisure-time-centers compared with traditional school activities, lack of time for implementation, "schooling" and unclearness in the steering documents' descriptions. This means that several stressful cross pressure are experienced in different ways at work, which complicates the realization of the curriculum's intentions. I svenska fritidshem pågår i en daglig verksamhet för cirka en halv miljon barn. Den präglas av en komplexitet omfattande exempelvis förändringar av styrdokument, brist på en accentuerad pedagogik och en förändrad profession. Mot denna bakgrund fokuserar denna studie på fritidspedagogers uppfattningar om läroplansimplementering och eventuell genomslagskraft i den fritidspedagogiska praktiken. Empirin består av individuella intervjuer, fokusgrupper och fältstudier. I studien flätas teorier om läroplansdidaktik och organisationsteori samman. Som analytiska begrepp används läroplansimplementering och korstryck. Resultatet visar att värden och uppgifter som pedagogerna betonar i relation till styrdokumenten är sociala färdigheter, professionell ambivalens samt fritidshemmets status. Strategier personalen använder är hög ledarskapsstruktur, reaktiv bekräftelse av läroplansskrivningar samt traditionella fritidshemsverksamheter. Begränsningar är fritidshemsverksamhetens låga status i jämförelse med traditionell skolverksamhet, brist på tid för implementering, ”skolifiering” samt oklarheter i styrdokumentens innehållsbeskrivningar. Därmed upplevs flera stressande korstryck i olika bemärkelser i arbetet, vilket försvårar realisering av läroplanens intentioner.

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Section: Resultatdiskussionunclassified

Section: Om Komplexiteten Med Fritidshemsverksamhetunclassified

Läroplansimplementering och korstryck i fritidshemmets arbete

Boström

Berg

2018

educare

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“…Kane et al (2013) draw attention to the tension between children's agency in play and the constraints of after-school childcare. The tension between certain aspects of governance and voluntariness for children as well and the concept of leisure and its consequences as interpreted and understood by teachers in everyday practice are discussed, for example, in Hjalmarsson (2013) and Hjalmarsson and Löfman Hultman (2015), whereas Elvstrand and Närvänen (2016), Haglund (2015) and Saar (2014) shed light on children's opportunities to handle and influence the activity in after-school setting.…”

Section: Introductionmentioning

confidence: 99%

‘Playing makes it fun’ in out-of-school activities: Children’s organised leisure

Lehto

Eskelinen

2020

Childhood

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The aim of this article is to focus on how children perceive their time spent in organised out-of-school activities in Finland and establish whether these activities provide an arena for children’s leisure. The article is based on two empirical studies, one on after-school activities and another on school sports clubs at the elementary school level. The most meaningful features for children were found to be time to play freely with friends and taking part in designing activities. Out-of-school activities are supervised and controlled because of various societal and educational requirements. The tension between children’s views and institutional requirements is discussed.

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“…However, the work of ECE teachers not only relates to care but is also concerned with managerialism, report writing and documentation (Löfgren, 2014, Löfdahl, 2014, Löfdahl & Folke-Fichtelius, 2015. These accounting tasks have been interpreted among LtTs as a means to legitimise their work, providing a possible positive transformation of their less-esteemed status and potentially broadening the scope of perception with respect to their positions (Hjalmarsson & Löfdahl, 2015).…”

Section: Gender and Care In Early Childhood Educationmentioning

confidence: 99%

Gendered aspects of Leisure-time teachers’ care – social and physical dimensions

2017

Self Cite

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This article aims to gain knowledge on how gender and profession are accounted for and expressed in leisure-time teachers' (LtTs) work in Sweden, with a specific focus on the caring aspects of the profession. Our results show that LtTs take up various positions in navigating between aspects connected to managerialism and external auditing as well as trust and internal valuation. We argue that the need exists for an expanded understanding of care in order to recognise and reward various gendered actions and activities in teachers' caring orientation. The article provides knowledge to both researchers and practitioners on gendered nuances of care that by tradition have been connected to women.

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Confirming and resisting an underdog position – leisure-time teachers dealing with a new practice

Cited by 17 publications

References 9 publications

Läroplansimplementering och korstryck i fritidshemmets arbete

Läroplansimplementering och korstryck i fritidshemmets arbete

‘Playing makes it fun’ in out-of-school activities: Children’s organised leisure

Gendered aspects of Leisure-time teachers’ care – social and physical dimensions

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