This study aims to construct knowledge about how teachers in Swedish school-age educare centres build on their professional identity by listening to their narratives about their work, their interpretations of their mission and how they apply their intentions. The study takes its point of departure from sociocultural (Vygotsky, 1978) and dialogical (Bakhtin, 1986) perspectives. The analysis starts with Bakhtin’s notion of authoring. The construction of data was carried out in three steps. Firstly, by collecting written narratives from 21 teachers, secondly by oral narratives from ten teachers among the 21 teachers participating in ‘walk-and-talk’ conversations and finally from a commonly created conversation in two focus interviews with eight of the teachers. The results from this study indicate that there is a commonly shared general discourse unifying the professional identity of the teacher in school-age educare centres.
{"title":"To author yourself: Teachers in Swedish school-age educare centres describe their professional identity","authors":"Anna Klerfelt","doi":"10.3224/IJREE.V5I2.02","DOIUrl":"https://doi.org/10.3224/IJREE.V5I2.02","url":null,"abstract":"This study aims to construct knowledge about how teachers in Swedish school-age educare centres build on their professional identity by listening to their narratives about their work, their interpretations of their mission and how they apply their intentions. The study takes its point of departure from sociocultural (Vygotsky, 1978) and dialogical (Bakhtin, 1986) perspectives. The analysis starts with Bakhtin’s notion of authoring. The construction of data was carried out in three steps. Firstly, by collecting written narratives from 21 teachers, secondly by oral narratives from ten teachers among the 21 teachers participating in ‘walk-and-talk’ conversations and finally from a commonly created conversation in two focus interviews with eight of the teachers. The results from this study indicate that there is a commonly shared general discourse unifying the professional identity of the teacher in school-age educare centres.","PeriodicalId":365541,"journal":{"name":"International Journal for Research on Extended Education","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133114551","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper examines the ways in which extended education is manifested in a place where schooling and academic achievement are of primary focus. Over the past few decades, the Hong Kong education system has undergone major reforms that have incorporated various forms of extended education to enhance students’ all-round development. Despite these changes, Hong Kong people continue to put an emphasis on academic excellence resulting in parent-directed activities in a form of private supplementary tutoring. At the same time, extended education is also demonstrated through students’ self-directed engagement in serious leisure activities that contribute to adolescents’ growth. The paper portrays and examines the different activities directed by schools, parents and students within school and out-of-school settings in light of the sociocultural context of Hong Kong. References are made to school based initiatives and studies on outside classroom learning and serious leisure among children and adolescents.
{"title":"Extended Education for Academic Performance, Whole Person Development and Self-fulfilment: The case of Hong Kong","authors":"A. Sivan, G. Siu","doi":"10.3224/IJREE.V5I2.05","DOIUrl":"https://doi.org/10.3224/IJREE.V5I2.05","url":null,"abstract":"This paper examines the ways in which extended education is manifested in a place where schooling and academic achievement are of primary focus. Over the past few decades, the Hong Kong education system has undergone major reforms that have incorporated various forms of extended education to enhance students’ all-round development. Despite these changes, Hong Kong people continue to put an emphasis on academic excellence resulting in parent-directed activities in a form of private supplementary tutoring. At the same time, extended education is also demonstrated through students’ self-directed engagement in serious leisure activities that contribute to adolescents’ growth. The paper portrays and examines the different activities directed by schools, parents and students within school and out-of-school settings in light of the sociocultural context of Hong Kong. References are made to school based initiatives and studies on outside classroom learning and serious leisure among children and adolescents.","PeriodicalId":365541,"journal":{"name":"International Journal for Research on Extended Education","volume":"316 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115937551","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Questions about freedom of religion versus secular values have increased as a controversial topic in European public debate during the last decades. The aim of this article is to shed light on these issues by focusing on the definition of “freedom of religion as a human right” among teachers working with younger pupils in the Swedish school system. From a holistic perspective on religion and children’s education, in-depth individual interviews were conducted with teachers working in primary school, as well as teachers in the leisure-time center, examined through discourse analysis. This study provides insights into how two different groups of teachers interpret and apply these potentially conflicting values in everyday school practice. At the end of the article, I reflect upon the consequences of the Swedish, secular and individualistic values that were dominant in the teachers understanding of freedom of religion, in relation to the challenges of a multi-religious school and society.
{"title":"Freedom of religion and secular education: Teachers define the meaning of religious freedom in everyday school practice","authors":"Marie Fahlén","doi":"10.3224/IJREE.V5I2.03","DOIUrl":"https://doi.org/10.3224/IJREE.V5I2.03","url":null,"abstract":"Questions about freedom of religion versus secular values have increased as a controversial topic in European public debate during the last decades. The aim of this article is to shed light on these issues by focusing on the definition of “freedom of religion as a human right” among teachers working with younger pupils in the Swedish school system. From a holistic perspective on religion and children’s education, in-depth individual interviews were conducted with teachers working in primary school, as well as teachers in the leisure-time center, examined through discourse analysis. This study provides insights into how two different groups of teachers interpret and apply these potentially conflicting values in everyday school practice. At the end of the article, I reflect upon the consequences of the Swedish, secular and individualistic values that were dominant in the teachers understanding of freedom of religion, in relation to the challenges of a multi-religious school and society.","PeriodicalId":365541,"journal":{"name":"International Journal for Research on Extended Education","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127979542","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
----- Bibliography: Akiva, Thomas/Crowley, Kevin/Russel, Jennifer Lin/Hecht, Marijke: Leadership in Out-of-School Learning: The Educational Doctorate Program at the University of Pittsburgh, IJREE, Vol. 5, Issue 2-2017, pp. 217-220. https://doi.org/10.3224/ijree.v5i2.09
{"title":"Leadership in Out-of-School Learning: The Educational Doctorate Program at the University of Pittsburgh","authors":"T. Akiva, K. Crowley, J. Russel, Marijke Hecht","doi":"10.3224/ijree.v5i2.09","DOIUrl":"https://doi.org/10.3224/ijree.v5i2.09","url":null,"abstract":"----- Bibliography: Akiva, Thomas/Crowley, Kevin/Russel, Jennifer Lin/Hecht, Marijke: Leadership in Out-of-School Learning: The Educational Doctorate Program at the University of Pittsburgh, IJREE, Vol. 5, Issue 2-2017, pp. 217-220. https://doi.org/10.3224/ijree.v5i2.09","PeriodicalId":365541,"journal":{"name":"International Journal for Research on Extended Education","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128441476","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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