"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.

This article is a response to the need for comparative and critical studies of preschool as a local practice and examines the recontextualization of quality in Early childhood education and care. The aim of this meta-ethnographic study is to investigate how neoliberal policy discourses on quality are recontextualized and embedded in local early childhood and care institutional practices. A central concept in the analysis is recontextualization, and our pre-understanding of how neoliberal policy discourses are travelling and transformed from official to local policy that is embedded in the preschools’ work with quality as an institutional practice.

The findings show how neoliberal policy discourses on quality is recontextualized, transformed and embedded in local institutional practices with different results and responses. The analysis uncovers three strategic, institutional responses as Enacting through acquiescence response, Defiance response as resistance and obfuscation of class, gender, and post-colonial perspective. 

Fritidshemmets traditionella pedagogik utmanas idag och alltmer av dess verksamhet riktas mot utbildning. Fritidshemmet ska både erbjuda elever en meningsfull fritid och undervisning kopplad till ett centralt innehåll. För att lyckas med detta dubbla läroplansuppdrag behöver fritidshemmet bland annat en pedagogik som, även framöver, bygger på elevers delaktighet, socialt och relationellt lärande. Fritidshemmet har en lång pedagogisk tradition som institution, och den här boken belyser hur uppdrag, mål, styrning och innehåll har förändrats över tid. Den första delen av Fritidshemmets pedagogik i en ny tid beskriver förändringar i fritidshemmets uppdrag, profession och den socialpedagogiska traditionen. Bokens andra del innehåller kapitel om likvärdighet, kvalitet och dagens utbildning till lärare i fritidshem. Den tredje delen handlar om fritidshemmets innehåll och tar sin utgångspunkt i didaktik och barns perspektiv. I bokens andra upplaga har samtliga kapitel uppdaterats och tre nya kapitel tillkommit. Dessa nya kapitel diskuterar estetisk verksamhet i fritidshemmet, arbetet med lärande för hållbar utveckling samt sociala relationer och delaktighet i relation till den digitala världen. Bokens redaktörer (Björn Haglund, Jan Gustafsson Nyckel och Karin Lager är forskare och lärarutbildare med inriktning mot fritidshemmets pedagogik. De har alla en bakgrund som fritidspedagoger och har genom mötet med lärarstudenter, fritidshemspersonal och forskning på olika sätt studerat fritidshemmet.

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.

The aim with this paper is to investigate children’s spaces in Swedish school-age educare settings.The theoretical framework for this project is sociology of childhood focusing children’s agency and as participators equal adults in questions that engage and concern them, and social geography investigating children’s spaces in everyday life and the identity of the setting. The project is designed as a compressed and multi-sited ethnographical study in twelve different settings. Each setting was followed for one week with field observations, informal conversations and interviews with 174 children in 45 groups and 53 staff in 12 groups. The findings show three types of spaces in school-ageeducare, Storage space, Activity space and Community space, theses three types are different according to children’s agency and to the identity of the setting. The Storage space is characterized ofchildren left to themselves with few affordances from staff. Activity space is characterized of teacherled activities on a dedicated timeslot each day, focusing activities as sports, creative, play, music and outdoors in line with curriculum content. The Community space are characterized of children as active actors in constructing content, activities and routines. 

The research topic for this presentation is evaluation of children's everyday lives in fritidshem. Through observations of daily practice and interviews with teachers I try to find answers in how childrThe research topic for this presentation is evaluation of children's everyday lives in fritidshem. Through observations of daily practice and interviews with teachers I try to find answers in how children's leisure can be evaluated where children's perspectives are a one part and the conditions teachers have is another part in relation to what they are able to achieve in their work. This project is part of a post.doc project in work integrated learning at University West with an ambition to construct knowledge together with the practice. In Swedish fritidshem, evaluation has a tradition of local planning and evaluation, meaning that the evaluation is done to visualize and develop their own work in the staff group. But since educational reforms and new quality systems, evaluation often is seen as control from someone else. There is also a national interest with the school inspectorate who evaluates achievement of objectives in fritidshem. Swedish fritidshem has since the entrance into the educational system had strengthen policy in relation to learning, development and quality. Under the same period of time the structural resources for fritidshem has dropped. Consequently, my interest is to develop a model that depart from what teachers in fritidshem already do in relation to local aspects, and together with teachers in a work integrated learning approach construct knowledge about evaluation. This work will depart from children's perspectives and teachers daily work in fritidshem. Theoretical framework for this project is sociology of childhood where children's perspective, their participation and influence in their everyday lives are recognized. The theory also emphasizes children as important actors in their everyday lives and the decisions around them. The study is conducted in a research project about children's leisure in Swedish school-age educare. One part of the project has an ambition to together with teachers develop a model. The model is based on observations of daily practice in 12 settings and group interviews with 12 different work teams. With help from grounded theory the data analyse intends to construct a theory of evaluation based on empirical research. This include, steps of coding, sorting memos and defining categories. Preliminary findings highlight teachers dialogue and are themed as: Continually dialogue between teachers and children, Circle-time, Staffs common reflection, Multimodal evaluations and Observations, interviews, sociograms and surveys (tools). These early findings will be followed up this spring with the participants in a dialogue. Relevance to Nordic educational research: in a system for evaluation of quality as achievement of objectives connected to teaching and learning some parts of fritidshemmet is not evaluated. Fritidshem has a wide mission in the society where children's wellbeing, care, and meaningful leisure has to be considered. These parts are not evaluated in today's quality methods, that's why a new model is constructed. en's leisure can be evaluated where children's perspectives are a one part and the conditions teachers have is another part in relation to what they are able to achieve in their work. This project is part of a post.doc project in work integrated learning at University West with an ambition to construct knowledge together with the practice. In Swedish fritidshem, evaluation has a tradition of local planning and evaluation, meaning that the evaluation is done to visualize and develop their own work in the staff group. But since educational reforms and new quality systems, evaluation often is seen as control from someone else. There is also a national interest with the school inspectorate who evaluates achievement of objectives in fritidshem. Swedish fritidshem has since the entrance into the educational system had strengthen policy in relation to learning, development and quality. Under the same period of time the structural resources for fritidshem has dropped. Consequently, my interest is to develop a model that depart from what teachers in fritidshem already do in relation to local aspects, and together with teachers in a work integrated learning approach construct knowledge about evaluation. This work will depart from children's perspectives and teachers daily work in fritidshem. Theoretical framework for this project is sociology of childhood where children's perspective, their participation and influence in their everyday lives are recognized. The theory also emphasizes children as important actors in their everyday lives and the decisions around them. The study is conducted in a research project about children's leisure in Swedish school-age educare. One part of the project has an ambition to together with teachers develop a model. The model is based on observations of daily practice in 12 settings and group interviews with 12 different work teams. With help from grounded theory the data analyse intends to construct a theory of evaluation based on empirical research. This include, steps of coding, sorting memos and defining categories. Preliminary findings highlight teachers dialogue and are themed as: Continually dialogue between teachers and children, Circle-time, Staffs common reflection, Multimodal evaluations and Observations, interviews, sociograms and surveys (tools). These early findings will be followed up this spring with the participants in a dialogue. Relevance to Nordic educational research: in a system for evaluation of quality as achievement of objectives connected to teaching and learning some parts of fritidshemmet is not evaluated. Fritidshem has a wide mission in the society where children's wellbeing, care, and meaningful leisure has to be considered. These parts are not evaluated in today's quality methods, that's why a new model is constructed.

Fritidspedagogiskt arbete handlar om vardagsarbete i fritidshem. Vi erbjuder en metodisk ansats, Se–Förstå–Handla, som stöd för att förstå och utveckla lärares förhållningsätt och ledarskap i fritidshem. Med stöd i iakttagelser och observationer av konkreta situationer analyserar och reflekterar vi över handlingsalternativ för arbetslag och enskilda lärare i fritidshem.

Undervisning i fritidshem inbegriper så mycket mer än organisering av vuxenledda moment och aktiviteter. Vi har valt att prioritera den del av fritidshemmets verksamhet som handlar om pedagogisk omsorg i rutinsituationer, meningsfull fritid och långsiktiga projekt. Arbetet i fritidshem kräver ett medvetet förhållningssätt där vi lyfter fram betydelsen av att skapa relationer till barn och barns egna verksamheter, att utöva omsorg, att leda genom att följa, att erbjuda samspelande atmosfärer samt att uppmärksamma mellantider och mellanrum. Vi menar att ett sampratat arbetslag är nyckeln till en god fritidshemsverksamhet.

Vi gör många nedslag i konkreta situationer om omsorg, meningsfull fritid och projektorienterat arbete. De konkreta situationerna bearbetas med stöd i beprövad metodik som ger möjlighet att tänka annorlunda kring vardagliga situationer. Reflektionerna ger stöd åt att organisera och leda verksamheten långsiktigt med gemensamma prioriteringar, scheman och förhållningssätt som stödjer ett sånt arbete.

This project aimed to investigate through empirical analysis the possibilities and impossibilities for everyday life in the institutional spaces of school-age educare. The data consists of twelve weeks of fieldwork in twelve settings and group interviews with staff teams in each setting. Through empirical analysis of the variation in institutional spaces, the results highlight the importance of academically educated staff, stable staff teams, dedicated rooms, available material, and time to plan and prepare their work as the distinctive features that co-construct possibilities and impossibilities for children’s everyday lives.

The UN Convention on the Rights of the Child was implemented in Swedish law on the 1st ofJanuary 2020, and this study is based on the articles on children´s right to make their voices heard and be listened to, and children´s right to leisure, play and recreation. The purpose of the study is to examine, from a child rights perspective, the way in which children´s agency appear in their expressed expectations of teachers in school-age educare. The study is framed by sociology of childhood and social relational theory to deepen the understanding of children´s participation in interaction with their teachers. A total of 170 children aged 6–11 years were interviewed, and the interviews were analysed. The results are presented divided into in the following themes: Teachers who create relationships for well-being, Teachers who offer children to be co-creators in their everyday lives and Teachers who inspire.

The aim of this article is to investigate how children perceive and experience their opportunities to create meaningful leisure time in Swedish school-age educare. In this study, children’s perspectives on meaningful leisure time are investigated through interviews with 170 children aged 6-11 years in 45 groups. The theory of structuration is used to analyse children’s agency in relation to structure, and the findings are presented as four different practices and themes: Strategic actions in collective practices, Shared meaningful leisure time in normative practices, The struggle for meaning in individual practices, and Lack of affordance in meaningless practices. The results are discussed in relation to children’s agency and the conditions for daily practice, which show that children use both individual and collective strategies as well as resistance to create meaningful leisure time. In addition, the study also shows that in a collective organization, friends are the children´s most important resource in school-age educare. The result is interpreted with help from a dualistic perspective on how meaningfulness is created.

The aim of this study is to explore the way teachers enact policy regarding the tasks of complementation and compensation in Swedish School-Age Educare. As a result of numerous policy changes, school-age educare as an institution has undergone significant and substantial changes in terms of its social mandate, educational objectives, and content. In this paper, we investigate how these policy changes have transformed the everyday practice for staff working in these settings. We base our analysis on policy enactment theory, focusing on the way policy is transformed into practice. The research material consists of group interviews with 53 staff members interviewed in twelve focus groups, representing twelve different settings. The results highlight that enacting policy in Swedish school-age educare involves multiple interpretations of these concepts, being constrained by materiality in several ways, representing a mix of discourses in both policy and practice regarding the tasks of complementation and compensation.

The aim with this paper is to explore teacher’s enactment of new policy in Swedisch schoolage educare. There has been numerous of policy changes in Swedish school-age educare in line with educational reforms across Europe. As a result of these policy changes, the school-age educare as an institution has undergone significant and substantial changes in terms of its social mandate, educational goals and content. In this paper we investigate how these policy changes has affected and transformed the everyday practice for the staff working in these settings and in our analysis, we take our point of departure in policy enactment theory (Ball, Maguire & Braun 2012). Policy enactment theory is focusing the policy process of how policy is transformed into practice and we are interested in how policy is enacted in specific school-age educare settings. This specific paper contains of group interviews with 53 staff interviewed in 12 groups considering the latest 20 years of changes. In each setting the member of the staff was interviewed through focus groups. The result highlight that, enacting new policy in school-age educare contains being restrained by materiality in several ways. School-age educare has limited mandate to impact their situation. The interpretive perspective indicates that someone else then the educated staff has precedence to interpret and formulate the objectives in school-age educare. Further the analysis highlights a mix of competing discourses in this new policy enactment process, from discourses of problematic children to discourses of hope for change.

Aim of this book

This book represents a more delimited interest in some of aspects of the care crisis. We focus on what is called loss of meaning and shaping of meaning in Nordic teacher training programmes. This involves an attempt to study and strengthen the professional norms, standards and ideals, which have historically developed within the Nordic teacher training programmes and professions. These norms, standards and ideals are diverse, but they can be summarized as a professional ethos aimed at ‘making a difference’ in children’s and young people’s lives. We are concerned that this very basic helper motivation is increasingly lost, forgotten, or neglected as part of the care crisis, and we are interested in finding ways to reinstate and reshape its crucial meaning. [...] 

Aim of this book

This book represents a more delimited interest in some of aspects of the care crisis. We focus on what is called loss of meaning and shaping of meaning in Nordic teacher training programmes. This involves an attempt to study and strengthen the professional norms, standards and ideals, which have historically developed within the Nordic teacher training programmes and professions. These norms, standards and ideals are diverse, but they can be summarized as a professional ethos aimed at ‘making a difference’ in children’s and young people’s lives. We are concerned that this very basic helper motivation is increasingly lost, forgotten, or neglected as part of the care crisis, and we are interested in finding ways to reinstate and reshape its crucial meaning. [...]