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Förändringar Kring Fritidshemslärarens Yrkesroll: Hur har olika förändringar genom tiden förändrat kvaliteten och syftet på fritidshemmet? När är barn elever och när får barn vara barn?
Södertörns högskola, Lärarutbildningen.
Södertörns högskola, Lärarutbildningen.
2021 (Svenska)Självständigt arbete på grundnivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
Abstract [en]

In this essay we have compared the after-school activities from the present day to how they were composed 15 years ago, as well as shedding light on some of the changes our profession has undergone in pace with a changing society. We observed that this subject has been brought up many times before, after reading multiple works, and the issue one would want to clarify is whether this change has been for the better or for the worse. Have these changes benefited the students, educators and the after-school activities or have they brought complications and deteriorations? The governing documents have been amended; the environment and pre-requisites have been transformed. We have disassembled the various governing documents and the pre-requisites as well as the significance of the relations that we, as after-school teachers, rely on on a day-to-day basis which we then need to relate ourselves to. The purpose of this essay is to analyze the development of the after-school activities on several levels and analyze the implications of these changes or lack thereof for everyone involved out of several aspects. Nanette portrays the conditions from fifteen years ago whereas Lena depicts present-day conditions. The issues being treated are as follows: What is the difference between Lena’s and Nanette´s professional roles based on both of their reports as well as the governing documents? What does the conception of “meaningful after-school activities” entail and which contributing factors can have an impact on it? Nanette´s report uses the terms children and parents whereas Lena´s report uses students and legal guardians. What implications does this change in the use of terms have and what is the purpose behind it? Out of which ethical perspectives can we interpret our actions in the reports? The changes that have been observed are found in the use of terms, resources as well as the varying amount of access to the premises, the view on children's free play and the educational level of employees, much of which can be connected to an interpretation of the curriculum's use of the term meaningful after-school activities. On the other hand, what we observed not to have changed is the ethical thought process and the ethical theories one relies on during decision-making as an educator. Whether these changes have led for better or worse has no unequivocal answer as of now due to the causal links being complex by other factors being at play, economy, as well as conditions varying between schools. Furthermore, we have noticed that, even though this has been a recurring subject to be brought up, we can still conclude that further reflection and research on this subject is needed. 

Ort, förlag, år, upplaga, sidor
2021. , s. 43
Nyckelord [en]
after-school teacher, meaningful after-school activities, professional role, linguistics.
Nyckelord [sv]
fritidshemslärare, meningsfull fritid, yrkesroll, språket
Nationell ämneskategori
Pedagogiskt arbete
Identifikatorer
URN: urn:nbn:se:sh:diva-47742OAI: oai:DiVA.org:sh-47742DiVA, id: diva2:1618592
Ämne / kurs
Fritidspedagogiskt område
Uppsök
samhälle/juridik
Handledare
Examinatorer
Tillgänglig från: 2021-12-10 Skapad: 2021-12-09 Senast uppdaterad: 2021-12-13Bibliografiskt granskad

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