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Gardesten, J. & Ackesjö, H. (2024). Fritidshemmets bidrag till elevers måluppfyllelse: Ett omaka par eller en oreflekterad självklarhet?. Barn, 42(3-4), 112-119
Open this publication in new window or tab >>Fritidshemmets bidrag till elevers måluppfyllelse: Ett omaka par eller en oreflekterad självklarhet?
2024 (Swedish)In: Barn, ISSN 0800-1669, E-ISSN 2535-5449, Vol. 42, no 3-4, p. 112-119Article in journal (Refereed) Published
Abstract [sv]

Denna essä ger perspektiv på hur fritidshemmet som utbildningsinstitution och fritidspedagogisk undervisning kan kopplas till begreppet måluppfyllelse. Kritiska perspektiv på sådana kopplingar synliggörs i essän, följt av en analys av villkor som ändå framhåller fritidshemmets potential i detta avseende. Genom att förädla fritidshemmets särart, och tydligt relatera denna utbildningsform till olika mål, kan potential synliggöras som annars riskerar att negligeras.

Keywords
school-age educare, student achievement, teaching, quality, fritidshemmet, fritidspedagogik, måluppfyllelse, undervisning
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences, Education
Identifiers
urn:nbn:se:lnu:diva-133380 (URN)10.23865/barn.v41.6539 (DOI)
Funder
Ifous - innovation, forskning och utveckling i skola och förskolaIfous - innovation, forskning och utveckling i skola och förskola
Available from: 2024-11-13 Created: 2024-11-13 Last updated: 2024-11-18Bibliographically approved
Wernholm, M., Ackesjö, H., Gardesten, J. & Funck, U. (2024). Mjuka förmågor - ett sätt att begreppsliggöra arbetet med "det sociala" i fritidshemmet. In: Sofia Lundmark & Janne Kongo (Ed.), Fritidsdidaktiska dilemman: (pp. 63-88). Stockholm: Natur & Kultur
Open this publication in new window or tab >>Mjuka förmågor - ett sätt att begreppsliggöra arbetet med "det sociala" i fritidshemmet
2024 (Swedish)In: Fritidsdidaktiska dilemman / [ed] Sofia Lundmark & Janne Kongo, Stockholm: Natur & Kultur , 2024, p. 63-88Chapter in book (Other academic)
Place, publisher, year, edition, pages
Stockholm: Natur & Kultur, 2024
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-128000 (URN)9789127466135 (ISBN)
Funder
Ifous - innovation, forskning och utveckling i skola och förskola, 2425
Note

Ej belagd 20240828

Available from: 2024-02-23 Created: 2024-02-23 Last updated: 2024-08-28Bibliographically approved
Gardesten, J. & Herrlin, K. (2024). The initial field experiences of teacher candidates: Emotional challenges in a complex environment. Teaching and Teacher Education: An International Journal of Research and Studies, 138, Article ID 104430.
Open this publication in new window or tab >>The initial field experiences of teacher candidates: Emotional challenges in a complex environment
2024 (English)In: Teaching and Teacher Education: An International Journal of Research and Studies, ISSN 0742-051X, E-ISSN 1879-2480, Vol. 138, article id 104430Article in journal (Refereed) Published
Abstract [en]

This qualitative study focuses on how new teacher candidates reflect on teacher tasks such as moral education, care, and teaching. The candidates reflected on these experiences after being put in charge of starting a school day in front of the pupils, but also after having observed how mentor teachers started a school day. Thematic analysis was used to analyse the written reflections of the candidates. Our findings reveal that the candidates noted how micro rituals and school artefacts could support the way teachers work, but also how emotionally challenging it could be to handle such tasks as a novice. These findings are discussed in relation to how teacher education programs can promote openness and honesty when facing challenges and difficulties.

Place, publisher, year, edition, pages
Elsevier, 2024
Keywords
Practicum experiences; Teacher candidates' emotions; Teaching practice; Complexity theory; Teachers' health
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-125957 (URN)10.1016/j.tate.2023.104430 (DOI)001139955200001 ()2-s2.0-85181667330 (Scopus ID)
Projects
ULF-projektet ”Vetenskapliga grund och framkomliga farleder – praktikutvecklande forskning i rörelse”, LNU 2018/2359-6.4.1
Funder
Linnaeus University, LNU 2018/2359-6.4.1
Available from: 2023-12-10 Created: 2023-12-10 Last updated: 2024-02-06Bibliographically approved
Gardesten, J., Ackesjö, H. & Wernholm, M. (2023). Den problematiska fritiden 2.0: Fritidshemmets kompensatoriska uppdrag i socioekonomiskt utsatta områden. Nordisk tidsskrift for pedagogikk og kritikk, 9, 249-259
Open this publication in new window or tab >>Den problematiska fritiden 2.0: Fritidshemmets kompensatoriska uppdrag i socioekonomiskt utsatta områden
2023 (Swedish)In: Nordisk tidsskrift for pedagogikk og kritikk, E-ISSN 2387-5739, Vol. 9, p. 249-259Article in journal (Refereed) Published
Abstract [en]

In this essay, the compensatory mission of the Swedish school-age educare is discussed, focusing specifically on school-age educare centers in areas with socio-economic challenges. This is made in the light of narratives of principals and school-age educare staff and in relation to the Official Reports of the Swedish Government (SOU 2020:34; SOU 2022:61), which proposes a free of charge school-age educare for all children aged 6–9 years. Both the official reports and the narratives contain several examples of how school-age educare centers can be valuable in a variety of ways for the children growing up in areas with socio-economic challenges. On the one hand, the potential of a traditional school-age educare pedagogy, where children can develop the fundamental democratic values on which the Swedish society is based, is described. On the other hand, it becomes clear that free school-age educare for all children also could lead to negative consequences. If resources aren’t provided, in form of better premises and more staff, the centers can only in the best-case scenario provide child minding. Overall, a picture of the school-age educare centers’ potential emerges, but also what kind of resources that might be required for this potential to be realized. In conclusion, the essay reflects upon how the compensatory mission can be understood in a time where children’s free time is described as more and more problematic. 

Place, publisher, year, edition, pages
NOASP, 2023
Keywords
fritidshem;kompensatoriskt arbete;barns livsvillkor;fritidspedagogik;socioekonomiska utmaningar
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences, Education
Identifiers
urn:nbn:se:lnu:diva-125598 (URN)10.23865/ntpk.v9.5573 (DOI)
Projects
Projekt: Det (o)likvärdiga fritidshemmet
Available from: 2023-11-14 Created: 2023-11-14 Last updated: 2024-07-04Bibliographically approved
Ackesjö, H., Wernholm, M. & Gardesten, J. (2023). Soft skills – a way to conceptualize school-age educare’s teachers’ work with children’s social skills. In: NERA Conference 2023 15–17 March, Oslo.Digitalization and Technologies in Education – Opportunities and Challenges: . Paper presented at NERA.
Open this publication in new window or tab >>Soft skills – a way to conceptualize school-age educare’s teachers’ work with children’s social skills
2023 (English)In: NERA Conference 2023 15–17 March, Oslo.Digitalization and Technologies in Education – Opportunities and Challenges, 2023Conference paper, Oral presentation with published abstract (Refereed)
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-124620 (URN)
Conference
NERA
Funder
Ifous - innovation, forskning och utveckling i skola och förskola
Note

Ej belagd 20231114

Available from: 2023-09-15 Created: 2023-09-15 Last updated: 2023-11-14Bibliographically approved
Gardesten, J. (2022). De fem f:en: Perspektiv på samverkan mellan forskare och lärare. In: Gynne, Annaliina;Jakobsson, Max;Rytzler, Johannes (Ed.), Utbildningsvetenskapliga perspektiv på samverkan: (pp. 22-40). Liber
Open this publication in new window or tab >>De fem f:en: Perspektiv på samverkan mellan forskare och lärare
2022 (Swedish)In: Utbildningsvetenskapliga perspektiv på samverkan / [ed] Gynne, Annaliina;Jakobsson, Max;Rytzler, Johannes, Liber, 2022, p. 22-40Chapter in book (Other (popular science, discussion, etc.))
Abstract [sv]

I detta kapitel diskuteras den sortens samverkan mellan forskare och lärare som explicit syftar till att utveckla lärarnas praktik eller skolans kvalitet. Ett antagande görs att sådan samverkan kan innefatta viktiga utifrånperspektiv, inom ramen för ett ständigt pågående kvalitetsarbete. En huvudambition med kapitlet är dock att bidra med en kritisk diskussion av vad en sådan extern belysning av en verksamhet kan resultera i. I det avseendet introduceras ett antal ”f-ord”, där särskilt ordet förändring utsätts för en kritisk analys, medan möjligheterna med förädling lyfts fram på olika sätt. Därutöver diskuteras orden förbättring och förvaltning, följt av en konklusion och sammanfattning där ett avslutande f-ord lyfts fram: förståelse. Då två olika praktiker möts – forskarnas och lärarnas – kan det bli utmanande att uppnå just gemensam förståelse. I ett slutord föreslås därmed att en formulering likt ”vetenskaplig grund i dialog med beprövad erfarenhet” kan bana väg för ett mer reflekterande möte där respektive part får möjlighet att uppfatta en betydelse och innebörd av den andres samverkansbidrag.

Place, publisher, year, edition, pages
Liber, 2022
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-110379 (URN)9789147144358 (ISBN)
Available from: 2022-02-15 Created: 2022-02-15 Last updated: 2023-03-22Bibliographically approved
Ackesjö, H., Wernholm, M. & Gardesten, J. (2022). Mjuka förmågor: vad är det och vad kan det bidra till?. In: Helena Ackesjö & Björn Haglund (Ed.), Undervisning och ledarskap på fritids: Perspektiv på fritidshemmets pedagogiska uppdrag (pp. 57-68). Stockholm: Innovation, forskning och utveckling i skola och förskola (IFOUS)
Open this publication in new window or tab >>Mjuka förmågor: vad är det och vad kan det bidra till?
2022 (Swedish)In: Undervisning och ledarskap på fritids: Perspektiv på fritidshemmets pedagogiska uppdrag / [ed] Helena Ackesjö & Björn Haglund, Stockholm: Innovation, forskning och utveckling i skola och förskola (IFOUS) , 2022, p. 57-68Chapter in book (Other academic)
Place, publisher, year, edition, pages
Stockholm: Innovation, forskning och utveckling i skola och förskola (IFOUS), 2022
Series
Ifous rapportserie ; 2022:4
Keywords
Fritidshem, mjuka förmågor, undervisning, komplettera, kompensera
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-117460 (URN)9789198553604 (ISBN)
Funder
Ifous - innovation, forskning och utveckling i skola och förskola
Note

Kapitel i rapport

Available from: 2022-11-11 Created: 2022-11-11 Last updated: 2023-11-14Bibliographically approved
Gardesten, J. (2022). Student teachers´ initial field experiences: Emotional challenges and important details. In: : . Paper presented at NERA 2022, Reykjavik Island.
Open this publication in new window or tab >>Student teachers´ initial field experiences: Emotional challenges and important details
2022 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

In this study student teachers (n=74) make some initial visits in practice schools, during their very first teacher education course. The student teachers observed how their mentor teachers handled a school day start (during day 1), followed by reflections after having managed a school day start by themselves (during day 2).

 

Theoretically, a school day start can be seen as a “baseline condition” were minor details can lead to ”major turbulence and unpredictability later on” (Koopmans, 2014, p. 31-32). For example, a teacher´s unexpected absence in the morning may involve rescheduling available staff, or asking teachers to forgo their preparation period, dividing the class into smaller groups and so forth.

During a school day start important role transitions are also being made (Ashfort, Kreiner & Fugate, 2000), while adults and children start to approach the school yard and the school building, and dynamic social processes are starting. Different situations in school corridors or elsewhere can demand micro role transitions, when teachers enter a caring role in front of a sad pupil, or a discipline role in front of pupils who break some rule. In total, complexity theory suggest that ”small events/actions can have big effects” (Ell et.al., 2017, p. 329), not least during initial conditions such as a school day start when time is approaching for the first lesson of the day, and for the teacher to enter the teaching role in front of the pupils.

The first research question (1ab) is about the student teachers´ observation day one, and the second research question (2) is about how the student teachers reflect after having managed a school day start by themselves:

1a)What examples of care (i) and discipline/moral education (ii) do the student teachers note while observing the school day start?

1b)How do the mentor teachers enter the teaching role in front of the pupils, according to the student teachers?

2)What experiences do the student teachers describe, after being responsible for starting a school day in front of the pupils?

Qualitative content analysis was used to analyze students´ written reflections. The concepts care, discipline/moral education and teaching was used in a deductive coding phase (Xu & Sammit, 2020), followed by inductive coding which led to subthemes. Findings reveal how the student teachers noticed mentor teachers´ micro rituals together with the pupils, how different artefacts in the schools facilitated teachers work, and how the student teachers´ own attempts were emotionally challenging. The students´ emotions and doubt are discussed in relation to how teacher education programs can involve regular meetings with practice schools where it is possible to be open and honest without grades, performances or assessment being in focus.

The study was a part of the Swedish national pilot project ULF (Swedish acronym which stands for Development, Learning and Research). The aim of the project ULF is to develop and test sustainable collaboration models between academia and the school or school system regarding research, school activities and teacher education. 

 

National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-113626 (URN)
Conference
NERA 2022, Reykjavik Island
Available from: 2022-06-07 Created: 2022-06-07 Last updated: 2022-06-08Bibliographically approved
Gardesten, J. & Ackesjö, H. (2022). ”Titta blåsippor!”: Fritidshemslärares uppmärksamhet som didaktisk potential. Nordisk Tidskrift för Allmän Didaktik, 8(1), 53-67
Open this publication in new window or tab >>”Titta blåsippor!”: Fritidshemslärares uppmärksamhet som didaktisk potential
2022 (Swedish)In: Nordisk Tidskrift för Allmän Didaktik, ISSN 2002-2832, Vol. 8, no 1, p. 53-67Article in journal (Refereed) Published
Abstract [en]

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.

Place, publisher, year, edition, pages
Göteborgs universitet, 2022
Keywords
joint attention, practical wisdom, school age educare, student-centered education, teacher knowledge, teaching practices
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-118063 (URN)10.57126/noad.v8i1.10600 (DOI)
Funder
Ifous - innovation, forskning och utveckling i skola och förskola
Available from: 2022-12-27 Created: 2022-12-27 Last updated: 2023-11-14Bibliographically approved
Gardesten, J. (2022). Undervisning i fritidshem: En fråga om uppmärksamhet. In: Helena Ackesjö & Björn Haglund (Ed.), Undervisning och ledarskap på fritids: Perspektiv på fritidshemmets pedagogiska uppdrag (pp. 51-56). Innovation, forskning och utveckling i skola och förskola (IFOUS)
Open this publication in new window or tab >>Undervisning i fritidshem: En fråga om uppmärksamhet
2022 (Swedish)In: Undervisning och ledarskap på fritids: Perspektiv på fritidshemmets pedagogiska uppdrag / [ed] Helena Ackesjö & Björn Haglund, Innovation, forskning och utveckling i skola och förskola (IFOUS) , 2022, , p. 8p. 51-56Chapter in book (Other academic)
Place, publisher, year, edition, pages
Innovation, forskning och utveckling i skola och förskola (IFOUS), 2022. p. 8
Series
Ifous rapportserie ; 2022:4
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-117532 (URN)9789198553604 (ISBN)
Funder
Ifous - innovation, forskning och utveckling i skola och förskola
Note

Kapitel i rapport

Available from: 2022-11-14 Created: 2022-11-14 Last updated: 2023-11-14Bibliographically approved
Projects
Fritidshemmets pedagogiska uppdrag; Linnaeus University; Publications
Wernholm, M., Ackesjö, H., Gardesten, J. & Funck, U. (2024). Mjuka förmågor - ett sätt att begreppsliggöra arbetet med "det sociala" i fritidshemmet. In: Sofia Lundmark & Janne Kongo (Ed.), Fritidsdidaktiska dilemman: (pp. 63-88). Stockholm: Natur & KulturPerselli, A.-K. (2023). Att transformera elevers intressen i fritidshemmets undervisning. In: NERA 2023: . Paper presented at NERA 2023, the 49th annual congress of the Nordic Educational Research As-sociation. Oslo, Norge, 15-17 mars,. , 49Glaés-Coutts, L. (2023). Rektors pedagogiska ledarskap från ett forskarperspektiv.. Ackesjö, H., Wernholm, M. & Gardesten, J. (2023). Soft skills – a way to conceptualize school-age educare’s teachers’ work with children’s social skills. In: NERA Conference 2023 15–17 March, Oslo.Digitalization and Technologies in Education – Opportunities and Challenges: . Paper presented at NERA. Glaés-Coutts, L. (2023). The Principal as the Instructional Leader in School-Age Educare. Leadership and Policy in Schools, 22(4), 873-889Wernholm, M. (2023). Undervisning i ett fritidshem för alla?. Pedagogisk forskning i Sverige, 28(4), 64-88Perselli, A.-K. (2022). Att omsätta elevers intressen i fritidshemmets undervisning (1ed.). In: Helena Ackesjö, Björn Haglund (Ed.), Perspektiv på fritidshemmets pedagopgiska uppdrag (FriPU): Undervisning och ledarskap på fritids (pp. 23-30). Stockholm: IfousHaglund, B. & Ackesjö, H. (2022). Att synliggöra det osynliga och verbalisera det tystade. In: Helena Ackesjö & Björn Haglund (Ed.), Undervisning och ledarskap på fritids: Perspektiv på fritidshemmets pedagogiska uppdrag (pp. 97-100). Stockholm: Innovation, forskning och utveckling i skola och förskola (IFOUS)Ackesjö, H. (2022). Att utvärdera fritidshemmets verksamhet: en variationsrik praktik. In: Helena Ackesjö & Björn Haglund (Ed.), Undervisning och ledarskap på fritids: Perspektiv på fritidshemmets pedagogiska uppdrag (pp. 89-96). Stockholm: Innovation, forskning och utveckling i skola och förskola (IFOUS)Perselli, A.-K. & Haglund, B. (2022). Barns perspektiv och barnperspektiv: en analys av utgångspunkter för fritidshemmets undervisning. Pedagogisk forskning i Sverige, 27(2), 75-95
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-4932-9918

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