Att undervisa i fritidshem

Karin Lager
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引用次数: 2

Abstract

The aim of this article is to explore teaching in a leisure-time centre based on teaching as an entity of care, learning and development. Reforms that characterized Swedish educational systems since the 1980s have in many ways changed the leisure-time centre; and, in The Education Act and the national curriculum, a shift from care to education can be noticed. A revised task for the leisure-time center lifts concepts such as teaching and achievement in line with the primary school's task. The article focuses on a policy process where a specific activity is planned, implemented, documented, evaluated and followed up by teachers in the leisure-time center. The enactment of teaching is analyzed through policy enactment theory, and data is generated by ethnographical method in a case study in a leisure-time centre. The result shows an entity of care, learning and development when teaching focuses on play and development of social and relational abilities, in line with the leisure-time center's task.
本文旨在探讨以教学为关怀、学习与发展一体的休闲中心教学模式。自20世纪80年代以来,瑞典教育体系的改革在许多方面改变了休闲时间的中心;而且,在《教育法》和国家课程中,可以注意到从护理到教育的转变。休闲中心的修订任务提升了教学和成就等概念,与小学的任务相一致。本文关注的是一个政策过程,在这个过程中,一个特定的活动是由休闲时间中心的教师计划、实施、记录、评估和跟踪的。通过政策制定理论分析教学的制定,并在休闲时间中心的案例研究中使用民族志方法生成数据。结果表明,当教学侧重于游戏和社会关系能力的发展时,教学呈现出关怀、学习和发展的实体,与休闲时间中心的任务一致。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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