Läroplansimplementering och korstryck i fritidshemmets arbete

Abstract

In Swedish leisure-time-centers, there is a daily activity for about half a million children. It is characterized by a complexity including, for example, changes in steering documents, lack of an accentuated pedagogy and a changing profession. Against this background, this study focuses on leisure-time-teachers' perceptions of curriculum implementation and possible impact in the leisure-time-center education practice. The empirical data consists of individual interviews, focus groups and field studies. In the study, theories of curriculum didactics and organizational theory are combined. As an analytical concept, curriculum implementation and cross pressures are used. The result shows that the values ​​and tasks that the leisure-time-teachers emphasize in relation to the steering documents are social skills, professional ambivalence and the status of leisure-time-centers. Strategies personnel use is high leadership structure, reactive confirmation of steering documents and traditional leisure-time activities. Restrictions in the professional practice are the low status of activities in leisure-time-centers compared with traditional school activities, lack of time for implementation, "schooling" and unclearness in the steering documents' descriptions. This means that several stressful cross pressure are experienced in different ways at work, which complicates the realization of the curriculum's intentions.
 
 I svenska fritidshem pågår i en daglig verksamhet för cirka en halv miljon barn. Den präglas av en komplexitet omfattande exempelvis förändringar av styrdokument, brist på en accentuerad pedagogik och en förändrad profession. Mot denna bakgrund fokuserar denna studie på fritidspedagogers uppfattningar om läroplansimplementering och eventuell genomslagskraft i den fritidspedagogiska praktiken. Empirin består av individuella intervjuer, fokusgrupper och fältstudier. I studien flätas teorier om läroplansdidaktik och organisationsteori samman. Som analytiska begrepp används läroplansimplementering och korstryck. Resultatet visar att värden och uppgifter som pedagogerna betonar i relation till styrdokumenten är sociala färdigheter, professionell ambivalens samt fritidshemmets status. Strategier personalen använder är hög ledarskapsstruktur, reaktiv bekräftelse av läroplansskrivningar samt traditionella fritidshemsverksamheter. Begränsningar är fritidshemsverksamhetens låga status i jämförelse med traditionell skolverksamhet, brist på tid för implementering, ”skolifiering” samt oklarheter i styrdokumentens innehållsbeskrivningar. Därmed upplevs flera stressande korstryck i olika bemärkelser i arbetet, vilket försvårar realisering av läroplanens intentioner.

Everyday practices in Swedish school-age educare centres: a reproduction of subordination and difficulty in fulfilling their mission

“…This study verifies that some factors, such as budgetary cuts and a decreasing proportion of staff who are qualified to work at SAECs, have affected the quality of the SAEC and its possibilities to create a good learning environment (Andersson, 2013;Boström & Berg, 2018;SNAE, 2018;Swedish Schools Inspectorate, 2010. The study also suggests that findings from the late 1990s (cf.…”

“…However, due to structural changes and the incorporation of SAECs in the Education Act, they have now become an integral part of a more coherent school system (Holmberg, 2017). This has led to problems concerning the curriculum's intentions since the staff perceive their work as stressful, partly due to a decreased teacher to child ratio, reduced resources and limiting frame factors (Andersson, 2013;Boström & Berg, 2018). The possibilities of creating good learning environments for all children in this new pedagogical landscape are therefore seen as problematic (Boström et al, 2015) and concerns about these aspects have been raised by local authorities, consumer groups and researchers (e.g.…”

In search of didactics in school-age educare centres: To conceptualise what exists, but has not yet been found

“…This research is directly relevant in studying all kinds of didactic aspects in SAECs (e.g., policy implementation, professionalism, the common language, organisation, structuring, and leadership of the teaching activities). The staff will also be able to meet the curriculum guidelines more clearly and better realise the content of the curriculum (Boström & Berg, 2018).…”

“…Research in recent years has focused on various didactic aspects, such as staff leadership (Boström & Haglund, 2020), policy implementation (Boström & Augustsson, 2016;Boström & Berg, 2018), the professional role (Haglund, 2020;Jonsson, 2018), the role of play (Löndahl & Greve, 2015), relational aspects and social learning (Dahl, 2020), learning environments as didactic tools (Grewell & Boström, 2020), and possible theoretical foundations for SAEC didactic strategies (Broström, 2015;Orwehag, 2020). Boström et al's (2021) literature review reflects both the scattered research and the complexity of defining the field.…”

Barns perspektiv och barnperspektiv: en analys av utgångspunkter för fritidshemmets undervisning

“…Hur går exempelvis vuxenstyrd, planerad och målstyrd undervisning i enlighet med policydokumenten ihop med att undervisningen i fritidshemmet varken har kunskapsmål som eleverna ska uppnå eller är obligatorisk? Skillnaderna i utgångspunkter för planerad respektive oplanerad undervisning som analysresultatet visar, pekar på en krock mellan målstyrning, brist på kunskapskrav och elevernas frivilliga deltagande som kan beskrivas som ett tredubbelt korstryck (jfr Boström & Berg, 2018;Holmberg, 2017;Saar m.fl. 2012).…”