Teaching in School-Age Educare Centres – Human Rights Through Direct, Embedded and Approach-Based Teaching
Hauptsächlicher Artikelinhalt
Abstract
This article examines how teaching is enacted in extended education settings, using Swedish school-age educare (SAEC) centres and human rights as examples. It analyses SAEC teachers’ discussions about content and methods in this practice area. The article is based on interview data from 19 SAEC teachers in Sweden. The data were analysed through content analysis, theoretically framed within an action-theoretical approach and employing three theoretical teaching types: direct teaching, embedded teaching, and approach-based teaching. The findings demonstrate how each teaching type addresses different content with distinct methods, as: a) direct teaching prioritises knowledge development through a variety of methods, b) embedded teaching prioritises conduct development through conversations, and c) approach-based teaching prioritises acquiring rights experiences through teachers’ different ways of managing situations. Therefore, the findings suggest that SAEC teachers need opportunities for and competence in all three teaching types to cover a broad range of educational topics and to fully utilise the potential of extended education contexts for teaching and learning.
Bibliographie: Isenström, Lisa: Teaching in School-Age Educare Centres – Human Rights Through Direct, Embedded and Approach-Based Teaching, IJREE – International Journal for Research on Extended Education, No. 1-2026, S. 84-101.
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