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  • 1.
    Andersson, Birgit
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Assessment entering the work of Swedish leisure-time pedagogues: professional promise or threat?2010Conference paper (Refereed)
  • 2.
    Andersson, Birgit
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Bedömning av barn på fritidshem2012In: Forskning om undervisning och lärande, ISSN 2000-9674, E-ISSN 2001-6131, Vol. 1, no 9, p. 49-55Article in journal (Other academic)
  • 3.
    Andersson, Birgit
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Bedömningar i fritidshem?2013In: Fritidshemmets didaktik / [ed] Ann S Pihlgren, Studentlitteratur, 2013, p. 141-166Chapter in book (Refereed)
  • 4.
    Andersson, Birgit
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Fritidspedagoger i skolans bedömningskultur: en (o)möjlig symbios?2014In: Symposiet Fritidshem - kunskap i gemenskap i backspegeln: En efterskrift / [ed] Ludvigsson & Falkner, 2014Conference paper (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.

  • 5.
    Andersson, Birgit
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Improving pupils´ language and literacy development - assets and obstacles in school-age educare center.2017In: Extended Education from an International Comparative Point of View, 2017Conference paper (Refereed)
  • 6.
    Andersson, Birgit
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Introducing assessment into Swedish leisure-time centres: pedagogues' attitudes and practices2010In: Education Inquiry, ISSN 2000-4508, Vol. 1, no 3, p. 197-209Article in journal (Refereed)
    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.

  • 7.
    Andersson, Birgit
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Leisure-time pedagogues in the culture of assessment and achievment: an (im)possible coexistence?2014Conference paper (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.

  • 8.
    Andersson, Birgit
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Nya fritidspedagoger - i spänningsfältet mellan tradition och nya styrformer2013Doctoral 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.

  • 9.
    Andersson, Birgit
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Playwork futures: play centred or child centred? The changing context in Sweden2004Conference paper (Other academic)
  • 10.
    Andersson, Birgit
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Recension av Barn i skola och fritidshem: en studie kring samverkan2000In: Tidskrift för lärarutbildning och forskning, ISSN 1404-7659, Vol. 7, no 1, p. 75-79Article, book review (Other academic)
  • 11.
    Andersson, Birgit
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Self-awareness of leisure-time pedagogues: a quality factor?2008Conference paper (Refereed)
  • 12.
    Andersson, Birgit
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    The entrance of assessment into Swedish leisure-time centres: a pre-study2008In: Perspectives on European Educational Policy and Practice: Papers from the Erasmus Intensive Programme Summer School, Haapsalu, Estonia 16 to 28 August 2008 / [ed] Paul Garland, Sheffield Hallam University , 2008, p. 11-26Chapter in book (Refereed)
    Abstract [en]

    This paper presents and discusses some findings from a preliminary study exploring Swedish leisure-time pedagogues' experiences of pupil assessment in leisure-time centres. One of the aims was to refine the research questions associated with an ongoing PhD-project. This project examines if and how external demands and internal expectations associated with assessment and quality of work influence such pedagogues' occupational identities and work.

  • 13.
    Andersson, Birgit
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Vad händer med fritidspedagogyrket och fritidshemspedagogiken i Sverige?2014In: Barn, ISSN 0800-1669, no 3, p. 61-74Article in journal (Refereed)
    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.

  • 14.
    Andersson, Birgit
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Klerfelt, Anna
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Skolnära forskning, Fritidshemspedagogisk forskning.
    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 subject2017In: The 45th Congress of the Nordic Educational Research Association (NERA), 2017, 2017Conference paper (Refereed)
1 - 14 of 14
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