Principals' perspectives on pupils' social learning in Swedish school-age educare.

Autor/in	Jonsson, Kristina
Titel	Principals' perspectives on pupils' social learning in Swedish school-age educare.
Quelle	In: International journal for research on extended education, 8 (2020) 1, S. 5-21 PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2196-3673; 2196-7423
DOI	10.25656/01:23959 10.3224/ijree.v8i1.02
URN	urn:nbn:de:0111-pedocs-239590
Schlagwörter	Interview; Qualitative Forschung; Interview; Schüler; Soziales Lernen; Schweden; Schulleiter; Erweitertes Bildungsangebot; Schulleiter; Schülerbetreuung; Schüler; Soziales Lernen; Außerunterrichtliche Betreuung; Erweitertes Bildungsangebot; Schweden
Abstract	This article aims to investigate social learning in the Swedish school-age educare (SAEC) from a number of principals' perspectives. An abductive approach has been adopted to analyse the data from individual interviews with seven principals in school-age educare. The results are understood through an interactionist perspective, with Bronfenbrenner's (2005) bioecological system theory as a raster, which gives a didactic view on the principals' governing of the SAEC. Three themes were identified in the principals' perspectives, which are "the core aim of the work in the SAEC," "the staff's approach" and "pupils' democratic learning." The results suggest that the perspective of the principals is characterized by having the pupil in focus. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2022/2