Lärare i fritidshems uppfattningar om undervisningsuppdraget

: möjligheter och utmaningar kopplat till fritidshemmets undervisning

Abstract

The school-age educare centers have gone through a significant transformation, shifting from a socio-pedagogical activity focused on care and recreation to a more education-oriented and goal-driven system, now expected to collaborate with the school system. This shift is often described as the "schoolification of school-age educare". It has created tension between the traditional assignment and the new teaching mission. The purpose of this study is to highlight how teachers in school-age educare centers perceive this new teaching assignment. The study sheds light on both the opportunities and challenges brought about by this change, aiming to increase understanding of the complexity in the professional role. The study adopts a phenomenographic theoretical perspective and methodological approach. Empirical data was collected through semi-structured interviews with teachers in school-age educare centers. The results of the study show that effective collaboration with primary school teachers is a crucial aspect of teaching in school-age educare. Such collaboration enhances mutual understanding of each other's professions. Other findings include challenges such as large groups of students, low staffing levels, and poorly adapted premises, which hinder the effective implementation of teaching in school-age educare centers. Despite significant changes in the guiding documents for these centers, the results indicate that teachers continue to work in much the same way as before. A key finding is that maintaining the traditional values and core aspects of school-age educare is perceived as essential to ensuring it remains distinctly different from the school system.

Date of Award	2024-Dec
Original language	Swedish
Supervisor	Lisa Fransson (Supervisor), Maria Rosberg (Assessor) & Sara Lenninger (Examiner)