lnu.sePublications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
”Titta blåsippor!”: Fritidshemslärares uppmärksamhet som didaktisk potential
Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice. Linnaeus University, Linnaeus Knowledge Environments, Education in Change. (PEPP;FRIP)ORCID iD: 0000-0003-4932-9918
Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning. Linnaeus University, Linnaeus Knowledge Environments, Education in Change. (PEPP;FRIP)ORCID iD: 0000-0002-9523-6379
2022 (Swedish)In: Nordisk Tidskrift för Allmän Didaktik, ISSN 2002-2832, Vol. 8, no 1, p. 53-67Article in journal (Refereed) Published
Sustainable development
SDG 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
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. Vol. 8, no 1, p. 53-67
Keywords [en]
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: urn:nbn:se:lnu:diva-118063DOI: 10.57126/noad.v8i1.10600OAI: oai:DiVA.org:lnu-118063DiVA, id: diva2:1722107
Part of project
Fritidshemmets pedagogiska uppdrag
Funder
Ifous - innovation, forskning och utveckling i skola och förskolaAvailable from: 2022-12-27 Created: 2022-12-27 Last updated: 2023-11-14Bibliographically approved

Open Access in DiVA

No full text in DiVA

Other links

Publisher's full text

Authority records

Gardesten, JensAckesjö, Helena

Search in DiVA

By author/editor
Gardesten, JensAckesjö, Helena
By organisation
Department of Education and Teacher's PracticeEducation in ChangeDepartment of Pedagogy and Learning
Pedagogy

Search outside of DiVA

GoogleGoogle Scholar

doi
urn-nbn

Altmetric score

doi
urn-nbn
Total: 200 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf