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

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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.

Location: Deutsche Nationalbibliothek Frankfurt am Main

Extent: Online-Ressource

Language: Englisch

Bibliographic citation: 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

Creator: Fahlén, Marie

DOI: 10.3224/ijree.v8i2.06

URN: urn:nbn:de:101:1-2023070512243012923963

Rights: Open Access; Der Zugriff auf das Objekt ist unbeschränkt möglich.

Last update: 14.08.2025, 11:01 AM CEST

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Fahlén, Marie

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