The Educational Practice of School-Age Educare Teachers Teaching Visual Art in Swedish Primary Schools

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 focus 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 (National Agency of Education, 2019). 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.

Standort
Deutsche Nationalbibliothek Frankfurt am Main
Umfang
Online-Ressource
Sprache
Englisch

Erschienen in
The Educational Practice of School-Age Educare Teachers Teaching Visual Art in Swedish Primary Schools ; volume:8 ; number:2 ; year:2021 ; pages:173-190
International journal for research on extended education ; 8, Heft 2 (2021), 173-190

Urheber
Fahlén, Marie

DOI
10.3224/ijree.v8i2.06
URN
urn:nbn:de:101:1-2023070512243012923963
Rechteinformation
Open Access; Der Zugriff auf das Objekt ist unbeschränkt möglich.
Letzte Aktualisierung
14.08.2025, 11:01 MESZ

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Beteiligte

  • Fahlén, Marie

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