Abstract
One of the most valued types of professional learning for teachers are forums that allow them to share their practices with other teachers. This is paper examines how university-based learning networks support the professional development needs of teachers in School-Age educare. University- supported network provide a more informal approach to professional learning and allows the teachers in School-Age educare to connect with other teachers in their field. The network further provides the participants an opportunity to be an active part of the research that is conducted at the university and a platform for developing a collective agency.
Highlights
School-Age Educare in SwedenThe Swedish elementary school system is unique in that it is designed to provide a wraparound system of both education and care
The main reason why the teachers appreciated the network meetings was the clear focus on the needs of teachers in School-Age educare
The stark reality is that many of the School-Age educare teachers are left to independently find, or actively create, their own professional learning opportunities. This meant that attending the network meetings were sometimes the only professional learning opportunity that related directly to their professional practice as School-Age educare teachers
Summary
School-Age Educare in SwedenThe Swedish elementary school system is unique in that it is designed to provide a wraparound system of both education and care. In Sweden, a majority of students attend the before- and after school section of the elementary school system known as Fritidshem, or School-Age educare. This section of the education system fulfills an important role of the Swedish school system by providing group and situational based learning that stimulates the growth and development of students in grades one to six. The requirement for licensed university-educated teachers is rather unique in the world as only Sweden and Denmark requires teachers to have an undergraduate degree (Dahl, 2014).
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