Principals’ Perspectives on Pupils’ Social Learning in Swedish School-Age Educare

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This article aims to investigate social learning in the Swedish school-age educare (SAEC) from a number of principals’ perspectives. An abductive approach has been adopted to analyse the data from individual interviews with seven principals in school-age educare. The results are understood through an interactionist perspective, with Bronfenbrenner’s (2005) bioecological system theory as a raster, which gives a didactic view on the principals’ governing of the SAEC. Three themes were identified in the principals’ perspectives, which are the core aim of the work in the SAEC, the staff’s approach and pupils’ democratic learning. The results suggest that the perspective of the principals is characterized by having the pupil in focus.

Location: Deutsche Nationalbibliothek Frankfurt am Main

Extent: Online-Ressource

Language: Englisch

Bibliographic citation: Principals’ Perspectives on Pupils’ Social Learning in Swedish School-Age Educare ; volume:8 ; number:1 ; year:2020 ; pages:5-6
International journal for research on extended education ; 8, Heft 1 (2020), 5-6

Creator: Jonsson, Kristina

DOI: 10.3224/ijree.v8i1.02

URN: urn:nbn:de:101:1-2023070512224858539933

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

Last update: 14.08.2025, 10:47 AM CEST

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Jonsson, Kristina

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