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  • 1.
    Carlman, Peter
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies. Karlstad University, Faculty of Social and Life Sciences, Department of Health and Environmental Sciences. Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Health Sciences.
    Hjalmarsson, Maria
    Karlstad University, Faculty of Arts and Education, Department of Education. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Gender regime in a Sport for All programme in school2017Conference paper (Refereed)
    Abstract [en]

    Introduction

    The aim of the study was to investigate children’s experiences of The Sport for All programme in school (SAP) (idrottsskolan). The specific purpose with this paper was to investigate if boys and girls have equality accessibility to participate in the SAP. The purpose of the SAP is to give children an opportunity to try different sports, with a focus on play and motor learning rather than organized competition.

    Methods

    This article is based on repeated focus group interviews with one group of 7 ten-year-old girls participating in a SAP in the western part of Sweden. The girls had no, or limited experience, of practice organized sport on their leisure time. The girl’s lived in a low socioeconomic district with a high proportion of immigrants. In the district there is few sports clubs.

    Results

    The result shows how the boys have the power to dominate the practice and influence the girls’ experiences of the SAP. And sometimes the boys take over and control the practice in so considerable proportions that the girls find it difficult to participate in the SAP. The study shows that the boys have a better opportunity to use their agency (Alanen, 2014), partly in cooperation with the leaders, and be a part of and influence the sport activities in the SAP.

     Conclusions

    The girls in the study felt that they were disparaged and excluded cause of the boys’ behaviour. Hence, it is absolutely necessarily that organizer of the SAP pay attention to gender issues and work out guidelines and strategies so that both girls and boys feel included in the SAP:s all activities. As has been discussed before (Flintoff, 2008), and according the results in this study, it requires more than to just start up sport activities and hope that more alternatives will boost more and new participants.

  • 2.
    Carlman, Peter
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Hjalmarsson, Maria
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Genusrelaterade erfarenheter av Idrottsskolan: en grupp flickor berättar2017Conference paper (Refereed)
    Abstract [sv]

    Syfte

    Idrottsskolan innebär att flera idrottsföreningar samverkar med skolan, där barn på

    fritidshemstiden kontinuerligt under en termin ges möjligheten att prova på olika idrotter.

    Den ska bygga på lek och sätta barnen i centrum och inte vara grundad i organiserad

    tävlingsverksamhet. Syftet med studien är att bidra med kunskap om flickors erfarenheter av

    idrottsskolan.

    Metod

    Studien baseras på upprepade (två tillfällen) fokusgruppsintervjuer med en grupp bestående

    av sju stycken tioåriga flickor som deltog i en idrottsskola på västsvensk ort. Flickorna hade

    ingen eller begränsad erfarenhet av organiserad föreningsidrott.

    Teoretisk inramning

    Studien tar stöd den så kallade ”nya” barndomssociologin, vilket innebär att

    barnet sätts i centrum som en aktiv agent i sociala processer. Vidare omfattar studien ett

    genusperspektiv i avsikt att belysa genusrelaterade normer och erfarenheter inom

    idrottsskolans ram.

    Förväntade slutsatser

    Det preliminära resultatet visar att de intervjuade flickorna beskriver pojkarna i idrottsskolan

    på ett genusstereotypt vis och som en homogen grupp. Flickornas berättelser visar också att

    de har mött genusstereotypa uppfattningar från pojkarna om flickor. Enligt deras

    erfarenheter ges pojkarnas agens mer utrymme och de påverkar aktivt idrottsskolans

    innehåll.

  • 3.
    Hjalmarsson, Maria
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Enkäter till förskollärare2014In: Förskollärarens metod och vetenskapsteori / [ed] A. Löfdahl., M. Hjalmarsson & K. Franzén, Liber, 2014, p. 157-165Chapter in book (Other academic)
  • 4.
    Hjalmarsson, Maria
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Fritidshemmet: lärande i samspel med skolan2011Report (Other (popular science, discussion, etc.))
  • 5.
    Hjalmarsson, Maria
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Fritidspedagoger om genus och jämställdhet - resultat från en nationell enkätstudie2011In: Fritidspedagogik - fritidshemmets teorier och praktiker / [ed] Klerfelt, Anna & Haglund, Björn, Stockholm: Liber , 2011, p. 224-242Chapter in book (Other academic)
  • 6.
    Hjalmarsson, Maria
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Fritidspedagogers skattningar av sitt yrkeskunnande.: Resultat från en nationell enkätundersökning.2010In: Kapet, ISSN 1653-4753, Vol. 1, no 1, p. 39-58Article in journal (Other academic)
    Abstract [sv]

    Den här artikeln bygger på resultat från en nationell enkätundersökning och behandlar fritidspedagogers skattningar av sitt yrkeskunnande i förhållande till en rad aspekter i arbetet. De fåtal studier som har riktat intresse mot området har dels visat att fritidspedagoger kopplar sin yrkeskompetens till barns sociala lärande, gruppdynamik och relationella aspekter, dels att fritidspedagoger kan ha svårt att definiera och beskriva sitt professionella kunnande. Genom tillämpning av faktoranalys skapades fyra faktorer; social kompetens, arbetssätt och metoder, jämställdhet och mångfald samt ämneskunskap och bedömning. Undersökningen bekräftar delvis vad tidigare studier visat, att fritidspedagoger ser sig som skickliga på att skapa trygghet, skapa ett positivt klimat och stödja barns självförtroende. Samtidigt nyanserar den tendenser och slutsatser från tidigare forskning genom att enkätens uppgiftslämnare tycks känna en påtaglig tilltro till sitt yrkeskunnande, när det handlar om arbetsuppgifter som knyter an till samtliga nämnda faktorer.

  • 7.
    Hjalmarsson, Maria
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Förändrade krav i läraryrket?2009In: Genus i förskola och skola: förändringar i policy, perspektiv och praktik / [ed] Inga Wernersson, Göteborg: Acta Universitatis Gothoburgensis , 2009, p. 105-120Chapter in book (Other academic)
  • 8.
    Hjalmarsson, Maria
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Governance and voluntariness for children in Swedish leisure-time centres: leisure-time teachers interpreting their tasks and everyday practice2013In: International Journal for Research on Extended Education, ISSN 2196-3673, E-ISSN 2196-7423, Vol. 1, no 1, p. 86-96Article in journal (Refereed)
  • 9.
    Hjalmarsson, Maria
    Institutionen för pedagogik och didaktik, Utbildningsvetenskapliga fakulteten, Göteborgs universitet. .
    Lärarprofessionens genusordning: En studie av lärares uppfattningar om arbetsuppgifter, kompetens och förväntningar2009Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This thesis presents a study of the gender order of the teaching profession. It focuses on how teachers perceive meanings of the gender order in their work. It also focuses how the gender order is expressed in the interviewees’ understandings and interpretations of their assignment and work.

    The theoretical concept gender contract (Hirdmans, 1988, 2007) is used to interpret and analyse how teachers apprehend their work tasks and how these are carried out. Lindgrens (1985, 1999) studies of majority- and minority positions at a work place are relevant as that the amount of women and men in schools’ lower grades differ. The theoretical concept gender regime (Connell, 1996) is used to study how the overall gender order is expressed in different schools. Connell (1999) describe a hierarchy of masculinities which is used as a tool to understand how the male teachers reason about expectations from others.

    The thesis is primarily based on an interview study among fourteen teachers in grade three to five in an urban municipality. Some data from a questionnaire, answered by approximately 600 teachers who work with children 10-12 years old, are also included.

    Results show that social dimensions are intervened with pedagogic-didactic aspects, but at the same time talked about as disturbing teachers’ main assignment. Social dimensions are described as taking a lot of teachers’ time and energy, but also as “that all round”. Especially the male teachers discuss aspects as caring and relationships to pupils and describe these aspects as a source to challenge in work. From a gender perspective, it is interesting to note that it is mostly female coded aspects, i.e. relationships that are described as “that all around”. Contact with parents is highly emphasized and influenced by aspects of ethnicity. Several teachers state that norms in the pupils’ home environment and norms in school differ. Because of this, contact with parents includes dilemmas.

    Partly because of that, it can be hard to delimit the teacher role from the private role.

    Even if tasks related to social dimensions in work are described as “that all around”, the importance of the teachers’ social competence is emphasized. The teachers maintain that competence in work does not have anything to do with the gender of the teacher. Especially younger teachers tend to emphasize abilities and competences of the individual. At the same time, it seems that women and men partly handle different kinds of tasks and that certain tasks get gender coded, which corresponds to the regulations of the gender contract through which the gender order is established.

    Several male teachers state that they have worked as teachers for smaller groups of pupils with special needs, without having the relevant educational background. These men also told that they were recruited to handle instable groups of pupils. Thereby, they are expected to behave like “real men”, i.e. perform a hegemonic masculinity, and if they don’t they run a risk to be seen as unmanly. Feelings of shame are discussed only by male teachers. This shows that not only women but also men “suffer” of the gender order.

    The male teachers dwell upon strong expectations from parents to “uphold peace and quiet” in a way that female teachers don’t. However, when focusing the corresponding theme in the questionnaire, the picture changes. 91% (n=366) of the female teachers and 86% (n=235) of the male teachers feel to a high degree expectations from parents to “uphold peace and quiet”.

  • 10.
    Hjalmarsson, Maria
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Manligt kön är en merit2011In: Pedagogiska Magasinet, ISSN 1401-3320, no 1, p. 55-60Article in journal (Other academic)
  • 11.
    Hjalmarsson, Maria
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Being caring and disciplinary: male primary school teachers on expectations from others2014In: Gender and Education, ISSN 0954-0253, E-ISSN 1360-0516, Vol. 26, no 3, p. 280-292Article in journal (Refereed)
    Abstract [en]

    The article explores how male primary school teachers view and relate to other people's expectations of them as teachers. The empirical data consists of interviews with seven teachers working in compulsory school grades three to five in a large-sized town in Sweden. The theoretical work on relations among masculinities developed by Connell and the theoretical concept of care discussed by Noddings are used in the analysis work. Results show on one hand that the teachers view themselves as privileged due to their minority position and on the other hand feel considerable pressure from others as well as from themselves to perform a certain kind of masculinity. The teachers' descriptions of their everyday practices show that they sometimes gather in homo-social groups and demonstrate a care orientation by trying to constitute the welfare of the pupils.

  • 12.
    Hjalmarsson, Maria
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Confirming and resisting an underdog position: Leisure-time teachers dealing with a new practice2015In: European Early Childhood Education Research Journal, ISSN 1350-293X, E-ISSN 1752-1807, Vol. 23, no 4, p. 434-443Article in journal (Refereed)
    Abstract [en]

    The article focuses on how leisure-time teachers (LtT) in Sweden both confirm and resist the array of new demands related to leisure-time centres (LtC). The data consist of interviews with six LtTs. The results are interpreted as representing different parts of the LtT's professionalism and show that the LtTs through their tellings constructs certain children, problems and solutions as a response to the demands in their work, thereby both confirming and resisting an underdog position. By constructing a manageable child they legitimise their professionalism and vice versa: constructing a child they are not capable of handling underlines their work conditions and offers a response to the discussion of insufficient quality, thereby confirming the low status of LtTs.

  • 13.
    Hjalmarsson, Maria
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Fritidshem som en arena för barndomenskulturella styrning2013In: Barns livsvillkor i mötet med skola och fritidshem / [ed] Michael Jensen & Anders Fjällhed, Lund: Studentlitteratur, 2013, p. 77-88Chapter in book (Refereed)
  • 14.
    Hjalmarsson, Maria
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013).
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Omsorg i svenska fritidshem: Fritidspedagogers etiska förmåga och konsekvenser för barn2014In: BARN, ISSN 1404-8965, Vol. 3, p. 91-106Article in journal (Refereed)
    Abstract [sv]

    Den här artikeln syftar till att undersöka hur fritidspedagoger förstår och tolkar omsorgsaspekten i sitt uppdrag och arbete samt vilka konsekvenser detta kan få för de barn som deltar i verksamheten. Det empiriska materialet bygger på intervjuer med och dagboksanteckningar skrivna av fritidspedagoger. Resultaten visar på fritidspedagogers etiska förmåga att arbeta med omsorg. Denna etiska förmåga kan beskrivas som en sammantagen förmåga bestående av kunskaper om omsorgsetiska värden, om förmåga att möta krav på omsorg i verksamheten samt deras etiska förhållningssätt. Resultaten har analyserats utifrån barndomssociologiskt ramverk och visar att fritidshemmet kan förstås som en unik omsorgsarena där barn ges möjligheter att utveckla en egen omsorgskompetens och där barn ges möjligheter, som individer och som grupp, att bli delaktiga i ett hållbart omsorgsklimat där barnens egna omsorgshandlingar ses som viktiga, både här-och-nu och i ett framtida perspektiv.

  • 15.
    Hjalmarsson, Maria
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Warin, Jo
    Lancaster University, UK.
    Gendered aspects of Leisure-time teacher’s care: social and physical dimensions2017In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 8, no 3, p. 232-245Article in journal (Refereed)
    Abstract [en]

    This article aims to gain knowledge on how gender and profession are accounted for and expressed in leisure-time teachers’ (LtTs) work in Sweden, with a specific focus on the caring aspects of the profession. Our results show that LtTs take up various positions in navigating between aspects connected to managerialism and external auditing as well as trust and internal valuation. We argue that the need exists for an expanded understanding of care in order to recognise and reward various gendered actions and activities in teachers’ caring orientation. The article provides knowledge to both researchers and practitioners on gendered nuances of care that by tradition have been connected to women.

  • 16.
    Hjalmarsson, Maria
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Löfdahl Hultman, Annica
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Det är inte jag som har tillsatt mig själv på posten: Motstånd och ironi i relationer mellan förstelärare och deras kollegor2016In: Kapet (elektronisk), E-ISSN 2002-3979, Vol. 12, no 1, p. 76-94Article in journal (Refereed)
    Abstract [sv]

    2013 infördes en ny reform om karriärvägar för lärare. Genom att tillsätta 17 000 lärare i en ny position, en formellt högre befattning – förstelärare - förväntas reformen förutom att bidra till skolutveckling och förbättrad måluppfyllelse även att höja läraryrkets status. Efter reformens två första år konstateras att förstelärarpositionen domineras av kvinnor. I artikeln belyses de villkor som kvinnor i lärarkarriärer mött och fortfarande möter, villkor som relateras till de positioner som förstelärarna upplever sig ha. Data från intervjuer och enkäter belyser hur första generationens förstelärare själva upplever att lärarkollegor ser på deras nya position och hur de själva hanterar dessa bemötanden. I analysen av data har vi inspirerats av ett teoretiskt ramverk av Wahl, Holgersson och Höök (1998) om hur ironi och motstånd används för att hantera skilda positioner bland kollegor. Resultaten visar framförallt hur förstelärare utsätts för ironiska kommentarer och gliringar från kollegor, men även hur förstelärare gör motstånd och hävdar sin position. 

     

    Begreppet position används i artikeln i två betydelser. Å ena sidan refererar position till den formella befattningen som förstelärarna har fått genom förordnandet. Å andra sidan hänvisar positionsbegreppet till den symboliska plats som förstelärarna försätts och försätter sig själva i genom interaktion med andra i yrkesvardagens praktiker.

  • 17.
    Hjalmarsson, Maria
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Saar, Tomas
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    "Vad är det här?"2012Other (Other (popular science, discussion, etc.))
  • 18.
    Löfdahl, Annica
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Hjalmarsson, Maria
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013).
    Shared understandingamong pre-schoolers2014In: The RoutledgeInternational Handbook of Young Children’s Thinking and Understanding / [ed] S. Flannery Quinn & S. Robson, Routledge , 2014, p. 273-281Chapter in book (Refereed)
  • 19.
    Löfdahl, Annica
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013).
    Hjalmarsson, Maria
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013).
    Franzén, Karin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    De yngsta barnen - exemplet matematik2014In: Förskollärarens metod och vetenskapsteori / [ed] Löfdahl, A., Hjalmarsson, M. & Franzén, K., Liber, 2014, p. 58-68Chapter in book (Other academic)
  • 20.
    Löfdahl, Annica
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Hjalmarsson, MariaKarlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.Franzén, KarinKarlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Förskollärarens metod och vetenskapsteori2014Collection (editor) (Other (popular science, discussion, etc.))
  • 21.
    Löfdahl, Annica
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Saar, Tomas
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Hjalmarsson, Maria
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Fritidshemmets potentiella didaktik och barns och pedagogers gemensamma möjligheter2011In: Fritidspedagogik – Fritidshemmets teorier och praktiker / [ed] A. Klerfelt & B. Haglund, Stockholm: Liber, 2011, p. 42-60Chapter in book (Refereed)
    Abstract [sv]

    Det här kapitlet beskriver och diskuterar vi om fritidshemmen, de vardagliga praktiker och den möjliga didaktik som utvecklas och tar form däri.  Det handlar om skolbarnsomsorgen - eller fritids – dvs.  loven och tiden före och efter den ordinarie skoldagen. Skolan har sedan länge varit en viktig kugge i byggandet av den Svenska välfärdsstaten och har varit föremål för omfattande forsknings- och utredningsinsatser, likväl som för utbildningspolitiska ambitioner och beslut. I jämförelse med de didaktiska metoder, kunskapstest, individuella kunskapsmål och kognitiva förmågor som idag betonas i förskolan och skolan, menar vi att fritidsverksamheten under senare tid hamnat i ett slags ideologiskt och pedagogiskt vakuum och dess funktion som pedagogisk institution blivit allt mindre synlig. Istället beskrivs fritidshemmet utifrån den verksamhet som bedrivs där och ofta utifrån en polär logik, där till exempel lärande konstrueras i motsats till omsorg och där meningsfullhet ställs i relation till brist på planering.

    Kapitlet utgör en del av ett större projekt om fritidshem som studerar hur olika faktorer ordnar och reglerar verksamheten, men också hur den ständigt förändras och skapar nya möjligheter. I den här texten vill vi diskutera hur fritidshemmen kan förstås och beskrivas som en didaktisk arena. I vår tillämpning av didaktikbegreppet innebär det att artikulera verksamheten utifrån vilka kunskapsmöjligheter, utveckling och skapande av förändring och innebörder som fritidshemmen öppnar för. Genom detta vill vi utmana en förståelse av didaktik som utgående från fördefinierade kunskapsmål (vad), generella modeller för kunskapsdistribution (hur) och normeringar av värden (varför).

  • 22.
    Löfdahl Hultman, Annica
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Hjalmarsson, Maria
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Children’s interpretive reproduction of gender-conscious didactic agendas in a Swedish pre-school2016In: Men, masculinities and teaching in early childhood education: International perspectives on gender and care / [ed] Simon Brownhill, Jo Warin, Inga Wernersson, London: Routledge, 2016, 1, p. 36-45Chapter in book (Other academic)
  • 23.
    Maria, Hjalmarsson
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013).
    Grundskolans lärare om förändrade krav i yrket.En jämförelse utifrån antal yrkesverksamma år2012In: Barn, barndomar, rättigheter och utbildningar. Vänbok till SolveigHägglund / [ed] A. Löfdahl & H. Perez Prieto, Karlstad University Studies , 2012, p. 68-82Chapter in book (Other academic)
  • 24.
    Saar, Tomas
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Löfdahl, Annica
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Hjalmarsson, Maria
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Kunskapsmöjligheter i svenska fritidshem.2012In: Nordisk Barnehageforskning, ISSN 1890-9167, E-ISSN 1890-9167, Vol. 5, no 3, p. 1-13Article in journal (Refereed)
    Abstract [en]

    Knowledge possibilities in the Swedish afterschool settings 

    This article discusses how the Swedish afterschool settings can be understood as a pedagogic practice. Interviews and field observations with teachers and children were analyzed from a discursive and network perspective. The teachers articulated a discourse about a professional competence to control the organization of the activities in relation to ideals and practical conditions. In practice, however, the children negotiated, challenged and developed the activities in ways that went beyond what was planned and possible to articulate, evaluate and control. The article proposes a pedagogy for the afterschool setting that is built on teachers and children’s joint descriptions of the knowledge possibilities that are ongoing produced in the activities.

     

     

  • 25.
    Söderström, Åsa
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Hjalmarsson, Maria
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Capturing the proven experience through action learning: The systematic work of developing quality in Swedish leisure-time centres.2014In: Action Learning and Action Research Journal, E-ISSN 1326-964X, Vol. 20, no 2Article in journal (Refereed)
    Abstract [en]

    The aim of this article is to discuss the requirement of the Swedish Educational Act that says that the activities of school and leisure-time centres should be based on (soft) science and proven experience. The discussion is carried out through illustrations from a collaborative action learning project that took place between researchers and leisure-time teachers with the overall aim to strengthen evidence-based knowledge about leisure-time teachers and to clarify their proven experience. The combination of pupils’ proven experiences and the leisure-time teachers’ reflective and researching approach proved to be the best route to follow in increasing the quality of the leisure-time centres. The leisure-time centres involved, to a greater extent than before the project, are now built upon a scientific approach as well as the proven experiences of both the pupils and the leisure-time teachers. The project underlines the well-known facts that developmental work needs stability and continuity to lay the foundation for sustainable change and that changes need to be a clear part of the schools’ development organization.

  • 26.
    Söderström, Åsa
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Hjalmarsson, Maria
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