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Lager, Karin
Publications (3 of 3) Show all publications
Lager, K. (2019). Children's perspective about workforce practices. In: Wera-Irn Conference Extended Education Practices, Theories And Activities.: Program of the 2nd WERA-IRN Extended Education Conference, September 26 – 28, 2019, Stockholm University, Sweden. Paper presented at WERA-IRN Extended Education Conference 2019, September 26-28, 2019, Stockholm, Sweden (pp. 50-51).
Open this publication in new window or tab >>Children's perspective about workforce practices
2019 (English)In: Wera-Irn Conference Extended Education Practices, Theories And Activities.: Program of the 2nd WERA-IRN Extended Education Conference, September 26 – 28, 2019, Stockholm University, Sweden, 2019, p. 50-51Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

This research project is directed towards children's perspectives of their leisure in school-age educare. In Sweden, more than 80 percent of all children 6-9 years attend school-age educare. Yet, we lack knowledge of children's experiences in these centres and reports from The Swedish school inspectorate have several times stated that school age educare in Sweden do not live up to the standards. In my previous research about quality work in school-age educare and preschools, I experienced themes about children's perspectives that I want to investigate further.The aims with this new project are to generate knowledge about children's leisure in school-age educare and to develop methods for evaluation with the perspectives of children and teachers.

The theoretical framework is grounded in sociology of childhood were children's everyday lives are focus. With this framework, children are "beings" not "becomings" and includes children's voices, and children's possibilities to participate and having influence of their leisure. The design comprises rapid ethnographical fieldwork in 10 school-age educare centres, one week per centre, with observations and interviews continuous during the week. Also, two different methods for quality will be used together with children and teachers, as a boundary object, to start discussions about what to evaluate in school-age educare and to fetch their perspectives to develop new methods for evaluating. Within this week also group interviews with teachers and with children are carried out. Expected findings from this project are knowledge of children's leisure in school-age educare as well as methods for evaluating from perspectives of children and teachers.

Keywords
Leisure, educare, Sweden
National Category
Pedagogy
Research subject
SOCIAL SCIENCE, Educational science
Identifiers
urn:nbn:se:hv:diva-14865 (URN)
Conference
WERA-IRN Extended Education Conference 2019, September 26-28, 2019, Stockholm, Sweden
Available from: 2020-01-15 Created: 2020-01-15 Last updated: 2020-02-04Bibliographically approved
Gustafsson Nyckel, J., Johansson, E. M. & Lager, K. (2019). Quality in early childhood education and care - official policy and local practices: A Meta-ethnographic investigation. In: Oxford Ethnography and Education Conference 2019: Abstracts. Paper presented at Oxford Ethnography and Education Conference 2019, Oxford, England (pp. 60-63). Oxford
Open this publication in new window or tab >>Quality in early childhood education and care - official policy and local practices: A Meta-ethnographic investigation
2019 (English)In: Oxford Ethnography and Education Conference 2019: Abstracts, Oxford, 2019, p. 60-63Conference paper, Published paper (Other academic)
Place, publisher, year, edition, pages
Oxford: , 2019
Keywords
Early childhood, quality
National Category
Pedagogy
Research subject
SOCIAL SCIENCE, Educational science; Child and Youth studies
Identifiers
urn:nbn:se:hv:diva-14861 (URN)
Conference
Oxford Ethnography and Education Conference 2019, Oxford, England
Available from: 2020-01-15 Created: 2020-01-15 Last updated: 2020-01-16Bibliographically approved
Gustafsson Nyckel, J., Lager, K., Berglund, E. & Lundqvist, J. (2019). The dual competence requirement: A study of teacher student competences in a new teacher education. In: Wera-Irn Conference Extended Education Practices, Theories And Activities.: Program of the 2nd WERA-IRN Extended Education Conference, September 26 – 28, 2019, Stockholm University, Sweden,. Paper presented at WERA-IRN Extented Education Conference 2019, September 26–28, 2019, Stockholm, Sweden (pp. 50-51).
Open this publication in new window or tab >>The dual competence requirement: A study of teacher student competences in a new teacher education
2019 (English)In: Wera-Irn Conference Extended Education Practices, Theories And Activities.: Program of the 2nd WERA-IRN Extended Education Conference, September 26 – 28, 2019, Stockholm University, Sweden,, 2019, p. 50-51Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

"The dual competence requirement - A study of teacher student competences in a new teacher education" examines students dealing with a dual competence requirement in teacher education. The study has its' background in educational trends that aim to bring together a social pedagogical tradition with an educational tradition, with a focus on teacher training in School age educare (fritidshem). Focus group interviews have been used to interview 16 students in teacher education at a university in Sweden with a focus on working in school-age educare. A thematic analysis was implemented, where development of three different competences emerged that correspond to a dual competence requirement, which are Re-creators, Co-Creators and Innovators.

The analysis highlights both the differences and similarities between the three competences, while also showing how the competences complement each other. The Re-creators are characterized by adapted and reproduced skills development, in which the student actively chooses to become either a teacher in the school-age educare or his subject.The Co-creators are characterized by the students adapting to the education's implementation and producing parallel skills and becoming teachers in the school-age educare and their subject. The Innovators feature a productive creative competence in which the students use their practical aesthetic subject knowledge in the school-age educare activities, and their school-age educare skills in the teaching of the practical aesthetic subject. Findings are discussed in relation to the offering of creative skills.

Keywords
Teacher education, social pedagogy, dual competence
National Category
Pedagogy
Research subject
SOCIAL SCIENCE, Educational science; Child and Youth studies
Identifiers
urn:nbn:se:hv:diva-14862 (URN)
Conference
WERA-IRN Extented Education Conference 2019, September 26–28, 2019, Stockholm, Sweden
Available from: 2020-01-15 Created: 2020-01-15 Last updated: 2020-02-04Bibliographically approved
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