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Andersson, Birgit
Publications (10 of 14) Show all publications
Andersson, B. & Klerfelt, A. (2017). Challenge or options for school-age educare: Swedish principals reflect on how to manage and dispense work for teachers toward work in educare centres given their competence in a practical/aesthetic subject. In: The 45th Congress of the Nordic Educational Research Association (NERA), 2017: . Paper presented at NERA 2017: Learning and education – material conditions and consequences, Copenhagen, 23-25 March, 2017..
Open this publication in new window or tab >>Challenge or options for school-age educare: Swedish principals reflect on how to manage and dispense work for teachers toward work in educare centres given their competence in a practical/aesthetic subject
2017 (English)In: The 45th Congress of the Nordic Educational Research Association (NERA), 2017, 2017Conference paper, Oral presentation with published abstract (Refereed)
National Category
Educational Sciences
Identifiers
urn:nbn:se:umu:diva-142727 (URN)
Conference
NERA 2017: Learning and education – material conditions and consequences, Copenhagen, 23-25 March, 2017.
Available from: 2017-12-08 Created: 2017-12-08 Last updated: 2018-06-09
Andersson, B. (2017). Improving pupils´ language and literacy development - assets and obstacles in school-age educare center.. In: Extended Education from an International Comparative Point of View: . Paper presented at 1st WERA-IRN EXTENDED EDUCATION Conference, 30 november - 2 december, 2017.
Open this publication in new window or tab >>Improving pupils´ language and literacy development - assets and obstacles in school-age educare center.
2017 (English)In: Extended Education from an International Comparative Point of View, 2017Conference paper, Oral presentation with published abstract (Refereed)
National Category
Educational Sciences
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-142731 (URN)
Conference
1st WERA-IRN EXTENDED EDUCATION Conference, 30 november - 2 december, 2017
Available from: 2017-12-08 Created: 2017-12-08 Last updated: 2018-06-09
Andersson, B. (2014). Fritidspedagoger i skolans bedömningskultur: en (o)möjlig symbios?. In: Ludvigsson & Falkner (Ed.), Symposiet Fritidshem - kunskap i gemenskap i backspegeln: En efterskrift. Paper presented at Fritidshem - kunskap i gemenskap. Nordiskt symposium Jönköping 14-15 maj 2014.
Open this publication in new window or tab >>Fritidspedagoger i skolans bedömningskultur: en (o)möjlig symbios?
2014 (Swedish)In: Symposiet Fritidshem - kunskap i gemenskap i backspegeln: En efterskrift / [ed] Ludvigsson & Falkner, 2014Conference paper, Oral presentation with published abstract (Other (popular science, discussion, etc.))
Abstract [sv]

Föreläsningen baseras på resultaten från min avhandling: Nya fritidspedagoger – i spänningsfältet mellan tradition och nya styrformer. Den belyser hur fritidspedagogyrket påverkas av krav på olika bedömningar och förändrade arbetsvillkor. Vidare belyser den hur informella, situationsbundna och outtalade bedömningar är en bärande del i fritidspedagogers yrkesutövning och kan kopplas till fritidspedagogers kunskapsbas och traditionella yrkesidentitet.

National Category
Educational Sciences
Identifiers
urn:nbn:se:umu:diva-96206 (URN)
Conference
Fritidshem - kunskap i gemenskap. Nordiskt symposium Jönköping 14-15 maj 2014
Available from: 2014-11-12 Created: 2014-11-12 Last updated: 2018-06-07Bibliographically approved
Andersson, B. (2014). Leisure-time pedagogues in the culture of assessment and achievment: an (im)possible coexistence?. In: : . Paper presented at NERA 42nd Congress, Education for Sustainable Development, Lillehammer, March 5-7, 2014.
Open this publication in new window or tab >>Leisure-time pedagogues in the culture of assessment and achievment: an (im)possible coexistence?
2014 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

This paper presents and discusses the results from a study about Swedish leisure-time pedagogues´ professional identity and how the identity changes as a consequence of altered governance and resulting new tasks. The empirical data in the study are generated through interviews with 23 leisure-time pedagogues, 8 school leaders, document analyses, and a survey among 105 leisure-time pedagogues. The analysis draws on profession theories perspective and Bourdieu's sociological theories with concepts like knowledge base, jurisdiction and discretion to understand what is central in the leisure-time pedagogues' profession. The results indicate dilemmas that the leisure-time pedagogues face related to far-going decentralisation, reduced resources, and closer links between leisure-time centres and schools. The possible clash between the more traditional work ethos of leisure-time pedagogues and the belonging to the culture of assessment and achievement discusses in the paper. The paper also presents and discusses that leisure-time pedagogues constantly conduct independent individual assessments that are mainly hidden. This has not been pointed out before but is linked to the leisure-time pedagogues' professional identity. Assess­ment as an accounting task has on the other hand been added in connection with the transfer to the educational sector and altered forms of governance. Leisure-time pedagogues are both ambivalent and critical to these demands for transparency and accountability. Even though the leisure-time pedagogues are subjected to increased control and expected to work more with assessments in different forms, and are forced to reduce their professional work in leisure-time centres, we cannot entirely talk about de-professionalization. Also features of professionalization and signs of reconfiguration of the profession are visible and the leisure-time pedagogues' professional identity can be understood in different ways. The differences that are found are related to the local governance of schools' organisation; to what extent the leisure-time pedagogues' work is placed in the compulsory school day; and how strong the leisure-time pedagogues' collective base is in the school unit.

National Category
Educational Sciences
Identifiers
urn:nbn:se:umu:diva-96198 (URN)
Conference
NERA 42nd Congress, Education for Sustainable Development, Lillehammer, March 5-7, 2014
Available from: 2014-11-12 Created: 2014-11-12 Last updated: 2018-06-07Bibliographically approved
Andersson, B. (2014). Vad händer med fritidspedagogyrket och fritidshemspedagogiken i Sverige?. Barn (3), 61-74
Open this publication in new window or tab >>Vad händer med fritidspedagogyrket och fritidshemspedagogiken i Sverige?
2014 (Swedish)In: Barn, ISSN 0800-1669, no 3, p. 61-74Article in journal (Refereed) Published
Abstract [en]

Leisure-time pedagogues will often be left alone to handle the structural changes that impact on the conditions for their profession. This article is based on a qualitative interview study and aims to explore and discuss what happens with leisure-time pedagogues’ professional development and leisure-time pedagogics in the aftermath of Swedish leisure-time centers incorporation in schools along with decentralization and education policies over the last decades. Analysis and interpretations draws on profession theories and concepts of Bourdieu’s sociological theory. The results show that the exercise of the leisure-time pedagogic and its potential decreases in the leisure-time center and that the professional development of the leisure-time pedagogues to some extent is strengthen. In other cases the role of the profession is undermined. These variations can be related to the local governance of each school and to the strength of the leisure-time pedagogues’ collective base in the school unit.

Abstract [sv]

Fritidspedagoger lämnas ofta ensamma att utveckla strategier för att hantera och förhålla sig till strukturella förändringars inverkan på deras yrkesutövning. Föreliggande artikel baseras på en kvalitativ intervjustudie, och syftar till att undersöka och diskutera vad som sker med fritidspedagogers yrkesutveckling och fritidshemspedagogiken i efterdyningarna av de svenska fritidshemmens inlemmande i skolan och den decentraliseringsvåg och utbildningspolitik som dominerade årtiondena runt millenniumskiftet. Analyser och tolkningar görs med stöd av professionsteoretiska perspektiv samt med några begrepp ur Bourdieus sociologiska teori. Resultaten visar att utövandet av fritidshemspedagogiken och dess potential minskar i fritidshemmet och att fritidspedagogers yrkesroll i vissa avseenden stärks medan i andra undermineras. Detta kan relateras till den lokala styrningen på respektive skolenhet och till den styrka som finns hos den kollektiva basen på skolan.

Place, publisher, year, edition, pages
Trondheim: Norsk senter for barneforskning, 2014
National Category
Educational Sciences
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-96209 (URN)
Available from: 2014-11-12 Created: 2014-11-12 Last updated: 2018-09-10Bibliographically approved
Andersson, B. (2013). Bedömningar i fritidshem?. In: Ann S Pihlgren (Ed.), Fritidshemmets didaktik: (pp. 141-166). Studentlitteratur
Open this publication in new window or tab >>Bedömningar i fritidshem?
2013 (Swedish)In: Fritidshemmets didaktik / [ed] Ann S Pihlgren, Studentlitteratur, 2013, p. 141-166Chapter in book (Refereed)
Place, publisher, year, edition, pages
Studentlitteratur, 2013
National Category
Educational Sciences
Identifiers
urn:nbn:se:umu:diva-79300 (URN)978-91-44-07708-6 (ISBN)
Available from: 2013-08-13 Created: 2013-08-13 Last updated: 2018-06-08Bibliographically approved
Andersson, B. (2013). Nya fritidspedagoger - i spänningsfältet mellan tradition och nya styrformer. (Doctoral dissertation). Umeå: Umeå universitet
Open this publication in new window or tab >>Nya fritidspedagoger - i spänningsfältet mellan tradition och nya styrformer
2013 (Swedish)Doctoral thesis, monograph (Other academic)
Abstract [en]

The aim of this study is to increase the knowledge and understanding of how leisure-time pedagogues´ professional identity is changed as a consequence of altered governance and resulting new tasks. More specifically the study is oriented towards understanding how external demands for quality accounts, assessments and documentation in leisure-time centers and schools, affect leisure-time pedagogues´ practice of their profession and professional identity, and how the leisure-time pedagogues relate to these demands. The empirical data are generated through interviews with 23 leisure-time pedagogues, 8 school leaders, document analyses, and a survey among 105 leisure-time pedagogues. The analysis draws on profession theories perspective and concepts like knowledge base, jurisdiction and discretion to understand what is central in the leisure-time pedagogues’ profession and in what direction the profession is developing: de-professionalization, professionalization or re-configuration. Bourdieu´s sociological theories with concepts of field, capital and habitus are also used for understanding of the leisure-time pedagogues´ positions, actions, and explicit relations to other professional groups. The results indicate dilemmas that the leisure-time pedagogues face related to far-going decentralisation, introduction of new public management, reduced resources, and closer links between leisure-time centres and schools. Working with traditional methods creates problems and it becomes hard to balance the work between leisure-time centre and school. The thesis shows that leisure-time pedagogues constantly conduct independent individual assessments that are mainly hidden. This has not been pointed out before but is linked to the leisure-time pedagogues´ professional identity. Assess­ment as an accounting task has on the other hand been added in connection with the transfer to the educational sector and altered forms of governance. Leisure-time pedagogues are both ambivalent and critical to these demands for transparency and accountability. Even though the leisure-time pedagogues are subjected to increased control and expected to work more with assessments in different forms, and are forced to reduce their professional work in leisure-time centres, we cannot entirely talk about de-professionalization. Also features of professionalization and signs of reconfiguration of the profession are visible. The thesis illustrates that the profession of leisure-time pedagogue is being reshaped and that the leisure-time pedagogues’ professional identity can be understood in different ways. The thesis also illustrates how a core of traditional knowledge base stands out as central for most of the professionals in the various professional identities that are found. The differences that are found are related to the local governance of schools’ organisation; to what extent the leisure-time pedagogues’ work is placed in the compulsory school day; and how strong the leisure-time pedagogues’ collective base is in the school unit.

Place, publisher, year, edition, pages
Umeå: Umeå universitet, 2013. p. 227
Series
Doktorsavhandlingar i pedagogiskt arbete, ISSN 1650-8858 ; 51
Keywords
Leisure-time pedagogue, teacher in leisure-time centre, after-school activities, professional identity, informal assessment, accountability, new forms of governance., fritidspedagog, grundlärare mot fritidshem, fritidshem, yrkesidentitet, yrkesutveckling, informell bedömning, redovisningskrav, ny styrning
National Category
Pedagogical Work Educational Sciences
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-65021 (URN)978-91-7459-550-5 (ISBN)
Public defence
2013-03-01, Naturvetarhuset, Hörsal N 320, Umeå universitet, Umeå, 10:00 (Swedish)
Opponent
Supervisors
Available from: 2013-02-08 Created: 2013-02-04 Last updated: 2018-06-08Bibliographically approved
Andersson, B. (2012). Bedömning av barn på fritidshem. Forskning om undervisning och lärande, 1(9), 49-55
Open this publication in new window or tab >>Bedömning av barn på fritidshem
2012 (Swedish)In: Forskning om undervisning och lärande, ISSN 2000-9674, E-ISSN 2001-6131, Vol. 1, no 9, p. 49-55Article in journal (Other academic) Published
Place, publisher, year, edition, pages
Stockholm: Stiftelsen SAF, 2012
Keywords
informell bedömning, fritidshem, utvecklingssamtal
National Category
Educational Sciences
Identifiers
urn:nbn:se:umu:diva-65057 (URN)
Available from: 2013-02-05 Created: 2013-02-05 Last updated: 2018-06-08Bibliographically approved
Andersson, B. (2010). Assessment entering the work of Swedish leisure-time pedagogues: professional promise or threat?.
Open this publication in new window or tab >>Assessment entering the work of Swedish leisure-time pedagogues: professional promise or threat?
2010 (English)Conference paper, Published paper (Refereed)
Identifiers
urn:nbn:se:umu:diva-44911 (URN)
Available from: 2011-06-14 Created: 2011-06-14 Last updated: 2018-06-08Bibliographically approved
Andersson, B. (2010). Introducing assessment into Swedish leisure-time centres: pedagogues' attitudes and practices. Education Inquiry, 1(3), 197-209
Open this publication in new window or tab >>Introducing assessment into Swedish leisure-time centres: pedagogues' attitudes and practices
2010 (English)In: Education Inquiry, ISSN 2000-4508, Vol. 1, no 3, p. 197-209Article in journal (Refereed) Published
Abstract [en]

This article analyses the findings of a survey exploring Swedish leisure-time pedagogues' experiences of assessment in school and leisure-time centres. It aims to boost knowledge of how assessment, as a prominent example of changed education governance, is entering the work of leisure-time pedagogues and how it is perceived by them. It is concluded that leisure-time pedagogues often assess the development of children’s social competencies, activities in their centre and the leisure-time pedagogues’ own contributions. Possible explanations of why these assessments are mainly based on informal observations without any documentation are discussed, as are the leisure-time pedagogues' ambiguous attitudes to them.

Place, publisher, year, edition, pages
Umeå: Umeå University, 2010
Keywords
assessments, development talks, leisure-time centre, leisure-time pedagogue
National Category
Social Sciences Pedagogical Work
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-37104 (URN)
Available from: 2010-10-20 Created: 2010-10-20 Last updated: 2018-06-08Bibliographically approved
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