Learning environments in Swedish leisure-time centres. (In)Equality, 'schooling', and lack of independence.

Autor/inn/en	Boström, Lena; Augustsson, Gunnar
Titel	Learning environments in Swedish leisure-time centres. (In)Equality, 'schooling', and lack of independence.
Quelle	In: International journal for research on extended education, 4 (2016) 1, S. 125-145 PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	2196-3673; 2196-7423
DOI	10.3224/ijree.v4i1.24779
URN	urn:nbn:de:0111-pedocs-229021
Schlagwörter	Umfrage; Wahrnehmung; Zwischenmenschliche Beziehung; Lehrer; Lernumgebung; Außerschulischer Lernort; Ungleichheit; Außerschulische Jugendbildung; Freizeitgestaltung; Freizeit; Qualität; Schweden
Abstract	The purpose of this study is to describe and analyse how teachers perceive the internal learning environment at Swedish leisure-time centres and set it in relation to steering documents. The empirical data is based on a comprehensive web-survey of 4,043 leisure-time teachers in Sweden. The methodological approach is a qualitative directed content analysis. The results show large differences and inequalities in the quality of leisure-time centres' premises, an educational form characterized by integration with school and therefore to some extent lost autonomy. Activities in leisure-time centres combine individuality and social community in creative forms of play and social relationships. Because of this there are complex requirements for premises and dysfunctional premises reduce the opportunities to create good learning environments. The existing conditions for the majority of leisure-time centres do not correspond to the intentions in the steering documents concerning good learning environments. Leisure time centres have started to reproduce the (environmental) logic of 'traditional teaching premises' and to ignore their own (environmental) potential, which is even prescribed in specific steering documents. These results have implications for policy decisions and educational development. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2021/4