Leisure-time teachers’ reflections on systematic quality work: approaches and challenges

Abstract

In times of global tendencies on governance of the public sector, 'quality' has become a keyword, an ideal. In Sweden, all municipalities, school heads and teachers are required to carry out systematic quality work to meet the demand on goal attainment. Working with documentation is a crucial aspect of this process. The Swedish leisure-time centre aimed for younger school children has goals to strive towards but not goals to attain. This study aims to gain knowledge of leisure-time teachers' reflections on their work with documentation. Based on written reflections from 22 groups of leisure-time teachers engaged in a continuing professional development course, the article call for a discussion on meanings of 'quality' and what effect systematic quality work has on views of valued activities, content and professional skills, and on the holistic notion of pupil's learning and development. ARTICLE HISTORY

Keen on qualification? A comparative review of Danish and Swedish research literature on leisure-time pedagogy

“…Many researchers focus on integration processes between the leisure-time teachers' traditional activities and new tasks in schools. Prevailing themes are the new roles of leisure-time teachers, assessment procedures, systematic quality work, and state-governing of leisure-time pedagogy (for examples, see Andersson, 2013;Calander, 1999;Falkner & Ludvigsson, 2012;Haglund, 2004;Hjalmarsson, 2019;Hjalmarsson & Hultman, 2015;Holmberg, 2017;Lager, 2015;Rohlin, 2001).…”

“…When examining the Swedish publications about professional identity, there is a number of different perspectives and themes at stake. Some publications examine the dual-professional identities of leisure-time teachers working both in schools and leisure-time centers (for examples, see Ackesjö et al, 2016Ackesjö et al, , 2018Falkner & Ludvigsson, 2012;Haglund, 2004;Hjalmarsson & Hultman, 2015), whereas others focus on systematic quality measurement and documentation (see Andersson, 2013;Hjalmarsson, 2019;Holmberg, 2017). Another group of publications focus on the leisure-time teachers' work with play, relationship-building, care, participation, etc.…”

Influencia de la variable tiempo en el uso de las tecnologías de la información y comunicación (TIC) en clases por profesores: el caso de la Universidad de La Guajira, Colombia

“…El tiempo de duración de la clase, el ritmo de aprendizaje que está asociado al tiempo, el momento en que hacer esto o aquello en al aula, el tiempo de inicio y el tiempo final, así como varios aspectos más, son escenarios que han sido estudiados y siguen siéndolo por la gran importancia que tienen para los procesos de enseñanza y aprendizaje. Hjalmarsson (2019), nos invita a relacionar el tiempo directamente con el rendimiento académico de los estudiantes y esto es identificado como un indicador de calidad para medir aspectos que tienen que ver con la forma como funciona el aula y su organización.…”

The Presence of Pedagogy and Care in Leisure-time Centres’ Local Documents: Leisure-time Teachers’ Documented Reflections

“…The documentation used in this study is the written record of the local group discussions investigating which aspects and activities of the LTTs are present in the LTCs' local documents, and how these aspects and activities relate to pedagogy and care. Analysis from this set of data has previously been reported, with a specific focus on the demand on the LTTs to carry out systematic quality work (Hjalmarsson, 2018).…”