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Leisure-time centre’s complement of school: Leisure-time teachers' understanding of the task
Mid Sweden University. (BBK)
Mid Sweden University.
2016 (English)In: NERA 2016 Social Justice, Equality and Solidarity in Education, 2016, 162-163 p.Conference paper, Abstract (Refereed)
Abstract [en]

This paper is a presentation of a study with the aim to analyse and describe leisure-time teachers’ understanding of Swedish leisure-time centres’ task to complement the school with its activities. The study is based on one of the 21 questions in a web survey. This web survey was in 2013 sent to 11 109 leisure-time teachers at all leisure-time centres in Sweden. The present question for this study, number 20, is an open ended question. This question deals with how leisure-time centres complements the school in different school subjects. The analysis and interpretation of the questionnaire responses was carried out with a qualitative approach, and with content analysis as a methodological technique. To support the analysis NVivo 10 were used. The result indicates that the leisure-time teachers gives expression to understand the leisure-time centres’ task to complement the school, in four different ways. These different ways are presented in the paper as four categories: 1) Complementing require cooperation between recreation and teachers. The category describes how collaboration, or cooperation, are understood as an absolute condition for the fulfilling of the task to complement the school. 2) Complementing means to teach or work as a resource in the class. This category describes the understanding of the task as a commission for the leisure-time teachers to teach or to be a standby teacher in class during the integrated schoolday. 3) Complementing involves practical application of students' theoretical knowledge. The category explains the understanding of the task as to make it possible for the pupils to practically use their new theoretical knowledge. 4) Complementing means to offer such as the school lacks. This last category describes the understanding of the task as a commission for the leisure-time centre to offer the pupils activities which provide different experiences in comparison with the school. The analysis is not yet finished and there are still conclusions to draw about what these different understandings of the task to complement the school means to the work and activity of the leisure-time centres.

Place, publisher, year, edition, pages
2016. 162-163 p.
Keyword [en]
Policy document, after school program, steering documents, attitudes, leisure-times teachers
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences, Pedagogics
Identifiers
URN: urn:nbn:se:lnu:diva-52689OAI: oai:DiVA.org:lnu-52689DiVA: diva2:931312
Conference
NERA 2016, the 44 annual congress of the Nordic Educational Research Association. Helsinki, Finland 9-11 March, 2016
Available from: 2016-05-27 Created: 2016-05-27 Last updated: 2016-05-31Bibliographically approved

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CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • 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