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

Abstract

Abstract

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.

Keywords: policy enactment; professional identity; school-age educare; visual art education

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Bibliography: Fahlén, Marie: The Educational Practice of School-Age Educare Teachers Teaching Visual Art in Swedish Primary Schools, IJREE – International Journal for Research on Extended Education, Vol. 8, Issue 2-2020, pp. 173-190. https://doi.org/10.3224/ijree.v8i2.06

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Open Access License: This contribution is available in Open Access under the Creative Commons license CC BY 4.0 (Attribution 4.0 International) as of October 18, 2022. More information about the license and the terms of use can be found here.