Teaching in School-age Educare in Sweden–How can School-age Educare teachers ́Pedagogical Content Knowledge be described?
–Anneli Hippinen, PhD student, University of Stockholm, Sweden
Abstract
This paper presentation will focus on School-age Educare (SaE) teachers and their actions in interaction with students. The knowledge that SaE teachers transform into teaching is not usually traditional school subjects such as mathematics, science or language, but more frequently about values, social interaction, identity, crafts, play etc. The SaE teachers teach in an interdisciplinary way with different knowledge areas at the same time. This way of teaching in a free environment where the children can choose what to do requires a different way of teaching compared to instructions in a school environment. The aim of this research is to explore SaEteachers ́actionsin interactions with students, how teachers transform their understanding and knowledge to teaching. Pedagogical Content Knowledge (PCK) is the theoretical framework of the study. Shulman describes Pedagogical Content Knowledge as “subject matter knowledge for teaching”(Shulman, 2004, p204). The study uses field observations, filmed observations and informal interviews as methods. This paper presentation will focus on how SaE teachers PCK can be understood through the concepts of transformation, representation and orientation. The findings show SaE teachers actions in interaction with students, which kind of orientations the SaE teachers make and how they represent different kinds of knowledge areas. From the data collection, three categories of SaE teachers knowledge areas are chosen for analysis: science subjects, social skills and meaningful leisure time. The analysis is still an ongoing process so the presentation will focus on some examples from the analysis and how teaching can be viewed in the SaE setting.
The professional life of leisure pedagogues at all-day schools in Styria/Austria
-Gerald Tritremmel, University College of Teacher Education, Styria/Austria; Martin Auferbauer, University College of Teacher Education, Styria/Austria; Werner Moriz, University College of Teacher Education, Styria/Austria; Markus Neubauer, University College of Teacher Education, Styria/Austria and Christian Neuper, University College of Teacher Education, Styria/Austria
Abstract
Daycare in schools is a significant interface between school-based learning processes and the extracurricular environment. A high-quality and pedagogically high-level overall care is expected. In Austria, this is guaranteed by an institutionalized 2-semester training called “University course in leisure pedagogy”. The graduates of this training work in all-day schools in Austria.
The situation of these so-called leisure pedagogues has not been sufficiently researched. The aim of the project is to give these pedagogical “jacks of all trades” a voice and thus clarify their needs and concerns on the one hand and evaluate their training on the other.
The research was framed by the HUGS scale (Tietze et al., 2005) to provide a systematic assessment of the conditions and professional standards for an emerging field of work.
The general question is: who are these pedagogical all-rounders that design the leisure units at all-day schools and what role do they play in linking school and extracurricular activities?
This is a mixed-methods research project. In the first step, six leisure pedagogues provided guideline-based interviews. Following a literature review and the insights of the interviews, a questionnaire was generated. The survey will be conducted among leisure pedagogues all over Styria in early 2020. The data will be analyzed by means of Statistical Package for the Social Sciences (SPSS).
We expect our results to clarify our understanding of the needs and concerns regarding working conditions and to inform the training of the staff dedicated to extended education in all-day schools.