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| 2. |
- Andersson, Birgit, 1953-
(författare)
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Bedömning av barn på fritidshem
- 2012
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Ingår i: Forskning om undervisning och lärande. - Stockholm : Stiftelsen SAF. - 2000-9674 .- 2001-6131. ; 1:9, s. 49-55
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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| 3. |
- Andersson, Birgit, 1953-
(författare)
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Bedömningar i fritidshem?
- 2013
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Ingår i: Fritidshemmets didaktik. - : Studentlitteratur. - 9789144077086 ; , s. 141-166
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Bokkapitel (refereegranskat)
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| 5. |
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| 6. |
- Andersson, Birgit, 1953-
(författare)
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Fritidspedagoger i skolans bedömningskultur : en (o)möjlig symbios?
- 2014
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Ingår i: Symposiet Fritidshem - kunskap i gemenskap i backspegeln.
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Konferensbidrag (populärvet., debatt m.m.)abstract
- Föreläsningen baseras på resultaten från min avhandling: Nya fritidspedagoger – i spänningsfältet mellan tradition och nya styrformer. Den belyser hur fritidspedagogyrket påverkas av krav på olika bedömningar och förändrade arbetsvillkor. Vidare belyser den hur informella, situationsbundna och outtalade bedömningar är en bärande del i fritidspedagogers yrkesutövning och kan kopplas till fritidspedagogers kunskapsbas och traditionella yrkesidentitet.
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| 7. |
- Andersson, Birgit, 1953-
(författare)
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Improving pupils' language and literacy development : assets and obstacles in school-age educare center
- 2017
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Ingår i: Extended Education from an International Comparative Point of View. ; , s. 21-21
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Konferensbidrag (refereegranskat)abstract
- The aim of this paper is to shed light on how the school-age educare centers can contribute to pupils' language and literacy development and to discuss the assets and obstacles that are found in an ongoing study at a multilingual, multicultural K-5 school. This study is oriented towards how the content in the school-age educare centers and how the staff in the centers acts and relates, specifically in relation to pupils' language and literacy development. The theoretical framework is based on research on school-age educare centers, sociocultural perspective on learning, and language and literacy development. The empirical data are generated through field notes, recordings from recurring research circles where the pedagogues together with researcher discuss their practice, and recorded group and individual interviews. The results indicate both obstacles and assets with leadership, interpretation of curriculum, contents and methods in the school-age educare centers. It seems important that the pedagogues' skills and knowledge is expressed and treated accordingly and that there also are possibilities to improvement when needed. Dilemmas concerning the pedagogues' different ways of acting and relating to the new and growing task to stimulate pupils' language and literacy development can relate to the local organization, the signals from the principal and the position the pedagogues in the centers take and receive.
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| 8. |
- Andersson, Birgit, 1953-
(författare)
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Introducing assessment into Swedish leisure-time centres : pedagogues' attitudes and practices
- 2010
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Ingår i: Education Inquiry. - Umeå : Umeå University. - 2000-4508. ; 1:3, s. 197-209
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Tidskriftsartikel (refereegranskat)abstract
- This article analyses the findings of a survey exploring Swedish leisure-time pedagogues' experiences of assessment in school and leisure-time centres. It aims to boost knowledge of how assessment, as a prominent example of changed education governance, is entering the work of leisure-time pedagogues and how it is perceived by them. It is concluded that leisure-time pedagogues often assess the development of children’s social competencies, activities in their centre and the leisure-time pedagogues’ own contributions. Possible explanations of why these assessments are mainly based on informal observations without any documentation are discussed, as are the leisure-time pedagogues' ambiguous attitudes to them.
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| 9. |
- Andersson, Birgit, 1953-
(författare)
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Leisure-time pedagogues in the culture of assessment and achievment : an (im)possible coexistence?
- 2014
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Konferensbidrag (refereegranskat)abstract
- This paper presents and discusses the results from a study about Swedish leisure-time pedagogues´ professional identity and how the identity changes as a consequence of altered governance and resulting new tasks. The empirical data in the study are generated through interviews with 23 leisure-time pedagogues, 8 school leaders, document analyses, and a survey among 105 leisure-time pedagogues. The analysis draws on profession theories perspective and Bourdieu's sociological theories with concepts like knowledge base, jurisdiction and discretion to understand what is central in the leisure-time pedagogues' profession. The results indicate dilemmas that the leisure-time pedagogues face related to far-going decentralisation, reduced resources, and closer links between leisure-time centres and schools. The possible clash between the more traditional work ethos of leisure-time pedagogues and the belonging to the culture of assessment and achievement discusses in the paper. The paper also presents and discusses that leisure-time pedagogues constantly conduct independent individual assessments that are mainly hidden. This has not been pointed out before but is linked to the leisure-time pedagogues' professional identity. Assessment as an accounting task has on the other hand been added in connection with the transfer to the educational sector and altered forms of governance. Leisure-time pedagogues are both ambivalent and critical to these demands for transparency and accountability. Even though the leisure-time pedagogues are subjected to increased control and expected to work more with assessments in different forms, and are forced to reduce their professional work in leisure-time centres, we cannot entirely talk about de-professionalization. Also features of professionalization and signs of reconfiguration of the profession are visible and the leisure-time pedagogues' professional identity can be understood in different ways. The differences that are found are related to the local governance of schools' organisation; to what extent the leisure-time pedagogues' work is placed in the compulsory school day; and how strong the leisure-time pedagogues' collective base is in the school unit.
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| 10. |
- Andersson, Birgit, 1953-
(författare)
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Nya fritidspedagoger - i spänningsfältet mellan tradition och nya styrformer
- 2013
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this study is to increase the knowledge and understanding of how leisure-time pedagogues´ professional identity is changed as a consequence of altered governance and resulting new tasks. More specifically the study is oriented towards understanding how external demands for quality accounts, assessments and documentation in leisure-time centers and schools, affect leisure-time pedagogues´ practice of their profession and professional identity, and how the leisure-time pedagogues relate to these demands. The empirical data are generated through interviews with 23 leisure-time pedagogues, 8 school leaders, document analyses, and a survey among 105 leisure-time pedagogues. The analysis draws on profession theories perspective and concepts like knowledge base, jurisdiction and discretion to understand what is central in the leisure-time pedagogues’ profession and in what direction the profession is developing: de-professionalization, professionalization or re-configuration. Bourdieu´s sociological theories with concepts of field, capital and habitus are also used for understanding of the leisure-time pedagogues´ positions, actions, and explicit relations to other professional groups. The results indicate dilemmas that the leisure-time pedagogues face related to far-going decentralisation, introduction of new public management, reduced resources, and closer links between leisure-time centres and schools. Working with traditional methods creates problems and it becomes hard to balance the work between leisure-time centre and school. The thesis shows that leisure-time pedagogues constantly conduct independent individual assessments that are mainly hidden. This has not been pointed out before but is linked to the leisure-time pedagogues´ professional identity. Assessment as an accounting task has on the other hand been added in connection with the transfer to the educational sector and altered forms of governance. Leisure-time pedagogues are both ambivalent and critical to these demands for transparency and accountability. Even though the leisure-time pedagogues are subjected to increased control and expected to work more with assessments in different forms, and are forced to reduce their professional work in leisure-time centres, we cannot entirely talk about de-professionalization. Also features of professionalization and signs of reconfiguration of the profession are visible. The thesis illustrates that the profession of leisure-time pedagogue is being reshaped and that the leisure-time pedagogues’ professional identity can be understood in different ways. The thesis also illustrates how a core of traditional knowledge base stands out as central for most of the professionals in the various professional identities that are found. The differences that are found are related to the local governance of schools’ organisation; to what extent the leisure-time pedagogues’ work is placed in the compulsory school day; and how strong the leisure-time pedagogues’ collective base is in the school unit.
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