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Fritidshemmets pedagoger i utvecklingssamtalet: En fenomenografisk studie av pedagogers uppfattningar av meningsfullt deltagande
Södertörn University, Teacher Education.
2016 (Swedish)Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
Abstract [sv]

Denna kvalitativa studie undersöker, utifrån ett fenomenografiskt perspektiv, fritidshemspedagogers uppfattningar av utvecklingssamtal. Studien undersöker de variationer som finns bland pedagogernas uppfattningar av meningsfullheten de tillskriver sitt deltagande. Verksamma pedagoger på fritidshem i Storstockholm intervjuades och det insamlade materialet kategoriserades och analyserades enligt den fenomenografiska analysmetoden. Resultatet visade att pedagogerna såg sitt deltagande i utvecklingssamtalet som meningsfullt framförallt för att få ge sin bild av elevers sociala utveckling. Detta beskrevs genomgående som fritidshemmets viktigaste uppdrag. Variationer framkom vid flertalet kategorier. Samverkan och samarbetet, eller frånvaro därav, med klassläraren i anslutning till utvecklingssamtalet lyftes även fram som viktigt för upplevelsen av meningsfullhet. I studien framträdde tydligt betydelsen av professionell legitimitet. Fenomenet utvecklingssamtal sågs i sin helhet som något viktigt och en arena där fritidshemspedagoger kan belysa vikten av sitt uppdrag och tilldelas en tydlig och betydelsefull roll i skolans organisation.

Abstract [en]

The aim of this qualitative study is to examine, from a phenomeographic perspective, the perception of leisure-time centre pedagogues in regards to participation in the parent-teacher appraisal meeting. The study examines variations among this perception based on the sense of purpose expressed by the pedagogues. Pedagogues working in the Stockholm region were interviewed, the data later categorized and analyzed in accordance with the methods of phenomenography. Results showed that the pedagogues viewed their participation as important primarily for the chance to present their appraisal of pupils´ social development. This was described in unison as the most important task of the leisure-time centre for school-children. Variations appeared in multiple descriptive categories. Collaboration, or the lack thereof, with the classroom-teacher at the time of the appraisal meeting was also seen as an important factor to render purpose. The study clearly showed the importance of professional legitimacy. The phenomenon parent-teacher appraisal meeting as a whole was seen as an important field for leisure-time pedagogues to present the importance of their work, one in which they can possess a clear and purposeful role in school organization.

Place, publisher, year, edition, pages
2016. , 34 p.
Keyword [en]
Leisure-time centre, parent-teacher appraisal meeting, phenomenography, leisure-time centre teacher, collaboration
Keyword [sv]
Fritidshem, utvecklingssamtal, fenomenografi, fritidshemslärare, samverkan
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:sh:diva-30000OAI: oai:DiVA.org:sh-30000DiVA: diva2:929165
Subject / course
Education Studies
Uppsok
Social and Behavioural Science, Law
Supervisors
Available from: 2016-05-18 Created: 2016-05-17 Last updated: 2016-05-18Bibliographically approved

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CiteExportLink to record
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Citation style
  • apa
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