”Titta blåsippor!”

Abstract

School-age educare (fritidshem) was included in the Swedish education act in 2010 and received its own section in the national curriculum in 2016. From that point on, teaching in school-age educare was also linked to predefined core contents and abilities that the pupils are supposed to develop. At the same time, the curriculum states that teaching in school-age educare is to be based on “the pupils’ needs, interests and experiences”. In the article, this duality is discussed in relation to empirical findings from school-age educare teachers. The teachers describe situations when they pay attention to pupils’ doing and saying, and how this is transformed into teaching purposes. The findings are related to the concept of “phronesis”, while the teachers’ attention gets a significant meaning through that concept. Moreover, the findings indicate that “episteme knowledge” also needs to be emphasized in this form of student-centered education, as something necessary for school-age educare teachers to know.

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

“…Ett återkommande didaktiskt ideal som av forskare och praktiker lyfts som eftersträvansvärt är att "fånga tillfället i flykten" (Orwehag, 2020, s. 164) och syftar till situationsstyrd, informell undervisning som inte planeras i förväg utan uppstår i stunden (Ackesjö & Haglund, 2021;Gardesten & Ackesjö, 2022). En sådan undervisning beskrivs möjliggöra elevers initiativ och inflytande och skapa utrymme för lek (Perselli & Haglund, 2022;Orwehag).…”