Lehrer-Erzieher-Kooperation – Stand empirischer Forschungen

Breuer, Anne

doi:10.1007/978-3-658-09491-1_2

Cited by 4 publications

(2 citation statements)

References 24 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…According to Akkerman and Bakker (2011), mechanisms of reflection and transformation still need to be reached if a symmetrical multi-professional cooperation is at stake. A further hindering factor for multi-professional cooperation seems to be the lack of formal structures which is in line with German studies (Böttcher, Maykus, Altergang, & Liesegang, 2011;Breuer, 2011). Finally, hierarchical relations between the different professional groups hinder symmetrical forms of cooperation.…”

Section: Discussionsupporting

confidence: 65%

“…In contrast to traditional schools where the focus is on highly structured academic lessons, all-day schools and LTC extend learning outside of the formal school day offering extracurricular activities (Klerfelt & Haglund, 2014). The linkage between extracurricular activities and the curriculum has been identified as a central factor in successful all-day schools (Breuer, 2011;Holtappels, 2006;Steiner & Tillmann, 2011;Tillmann & Rollett, 2011). All-day schools can connect formal, non-formal and informal aspects of education (Züchner, 2013) better than traditional schools due to their temporal and spatial proximity.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Teaching in Different Spaces – How Professionals Work Together in All-Day Schools in Switzerland and in Leisure Time Centres in Sweden

Braunschweig

Elvstrand

Kappler

et al. 2019

Extended Education From an International Comparative Point of View

View full text Add to dashboard Cite

Professionals in all-day schools and in leisure time centres strive to purposefully extend the curriculum in the classroom with extracurricular activities. Extracurricular activities are more or less organized activities outside of the traditional teaching lessons during a regular school day and include supervised games, free play, and structured lessons organized before and after lunchtime. These activities are held at the school building. Such activities are added to children's school days, making them more integrated to maximize social and cognitive learning for students and to enhance educational development. Education at school is extended in time and space, taught by professionals. The multi-professional cooperation among classroom teachers and extracurricular activities teachers is seen as powerful but can be rife with tension as professional boundaries are crossed. Data from interviews with classroom teachers and extracurricular activities teachers focusing on the meaning of extended education in newly organized all-day schools in urban Switzerland (n=32) and in Sweden (n=18) is analyzed using Grounded Theory Methods and viewed as a field for negotiating professional responsibilities. Despite different traditions in all day schooling, a lack of understanding of the other profession is a hindering factor for a symmetrical professional cooperation in both countries.

show abstract

Section: Discussionsupporting

confidence: 65%