The educational practice of school-age educare teachers teaching visual art in Swedish primary schools.

Autor/in	Fahlén, Marie
Titel	The educational practice of school-age educare teachers teaching visual art in Swedish primary schools.
Quelle	In: International journal for research on extended education, 8 (2020) 2, S. 173-190 PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2196-3673; 2196-7423
DOI	10.3224/ijree.v8i2.06 10.25656/01:26572
URN	urn:nbn:de:0111-pedocs-265720
Schlagwörter	Kunstpädagogik; Holistischer Ansatz; Interview; Visuelles Medium; Bildungspraxis; Primarbereich; Lehrer; Außerunterrichtliche Betreuung; Berufliche Identität; Erweitertes Bildungsangebot; Grundschulalter; Schweden
Abstract	The purpose of this article is to increase the understanding of the challenges that Swedish school-age educare teachers with a certification in visual art experience in their everyday school practice. The study focuses on the educational practice of teaching visual art from a holistic perspective which also includes the teachers' perception of their overall work situation and their professional identity. Due to dual professional roles, these teachers are not only required to meet the criteria formulated in the syllabus of the subject visual art, but also to achieve the goals for the educare centre. The method used is in-depth individual interviews with nine teachers, together with observations of visual art lectures and the physical and material environment. The results provide insights into what it means to work as a school-age educare teacher teaching visual art in primary schools, struggling with limited resources and identity conflicts. The study highlights how teachers often end up in a struggle between individual agency and social structures since they have to resist, adjust and negotiate to get acceptable work conditions. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2024/1