details
Article (journal) accessible via
URN: urn:nbn:de:0111-pedocs-338641
DOI: 10.25656/01:33864; 10.3224/ijree.v11i1.05
URN: urn:nbn:de:0111-pedocs-338641
DOI: 10.25656/01:33864; 10.3224/ijree.v11i1.05
| Title |
“It shouldn’t be something you have to create on your own.” Personal practical knowledge construction and professional learning for teachers in Swedish school-age educare |
|---|---|
| Author |
Glaés-Coutts, Lena  |
| Source | International journal for research on extended education : IJREE 11 (2023) 1, S. 35-52  |
| Document | full text (245 KB) |
| License of the document |
|
| Keywords (German) | Ganztagsbetreuung; Schülerbetreuung; Nachschulische Betreuung; Außerschulischer Lernort; Fachkraft; Lehrer; Professionalisierung; Lehrerbildung; Weiterbildung; Professionalität; Wissen; Narratives Interview; Empirische Untersuchung; Qualitative Forschung; Schweden |
| sub-discipline | Intercultural and International Comparative Educational Research Empirical Educational Research |
| Document type | Article (journal) |
| ISSN | 2196-3673; 21963673 |
| Language | English |
| Year of creation | 2023 |
| review status | Publishing House Lectorship |
| Abstract (English): | Teachers who work in school-age educare (SAEC) in Sweden possess a variety of educational qualifications. They hold a dual role working as teachers both within the compulsory program and school-age educare. This dual competence requirement means that their professional needs are unique and often different from that of their colleagues who only work in the compulsory school system (Berglund, Lager, Lundkvist and Gustavsson Nyckel, 2019). They reside in a complex context when it comes to opportunities for constructing their personal professional knowledge. Considering that already in 2021, the government announced the creation of a national professional learning program (Regeringen 2021), it is essential to understand what type of professional learning is deemed needed by the SAEC teachers themselves. Through narrative interviews with SAEC teachers, this study aims to map an understanding of how the teachers construct their personal professional knowledge as SAEC teachers. The main research question in this study is: "How do SAEC teachers describe the role of professional learning as part of creating and developing their personal professional knowledge?" The findings indicate a need for a systematic approach to recognize the qualification of experienced teachers and create a framework for professional learning opportunities for all teachers in SAEC. (DIPF/Orig.) |
| other articles of this journal | International journal for research on extended education : IJREE Jahr: 2023 |
| Statistics |  Number of document requests
|
| Checksums | checksum comparison as proof of integrity |
| Date of publication | 09.09.2025 |
| Citation | Glaés-Coutts, Lena: “It shouldn’t be something you have to create on your own.” Personal practical knowledge construction and professional learning for teachers in Swedish school-age educare - In: International journal for research on extended education : IJREE 11 (2023) 1, S. 35-52 - URN: urn:nbn:de:0111-pedocs-338641 - DOI: 10.25656/01:33864; 10.3224/ijree.v11i1.05 |
share content at social platforms
Teile diese Seite:
