Inhalt

IJREE – International Journal for Research on Extended Education
1-2023: Professionalizing the Extended Education Workforce

Sang Hoon Bae: Editor’s Preface

Special Section
Nanine Lilla / Marianne Schüpbach / Jennifer Cartmel: Professionalizing the Extended Education Workforce
Bruce Hurst / Kylie Brannelly / Jennifer Cartmel: The Production and Performance of Workplace Hierarchies in Australian Outside School Hours Care
Markus Sauerwein / Annalena Danner / Franziska Bock / Till-Sebastian Idel / Gunther Graßhoff: Qualified and Unqualified Staff in German All-day Schools. An Exploratory Overview
Lena Glaés-Coutts: “It shouldn’t be something you have to create on your own.” Personal practical knowledge construction and professional learning for teachers in Swedish school-age educare

General Contributions
Karen Hemming / Stefan Hofherr / Sabine Hartig: Patterns of Participation in Organized Leisure Activities of Young People in Low and Middle Secondary Educational Tracks in Germany
Angus Gorrie / Caitlin Jordinson: Using theories that pertain to space and geography in Australian Outside School Hours settings: Playworkers perspectives

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Zusätzliche Information

Autor*innen

Sang Hoon Bae

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Nanine Lilla

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Marianne Schüpbach

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Jennifer Cartmel

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Bruce Hurst

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Kylie Brannelly

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Markus Sauerwein

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Annalena Danner

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Franziska Bock

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Till-Sebastian Idel

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Gunther Graßhoff

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Lena Glaés-Coutts

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Karen Hemming

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Stefan Hofherr

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Sabine Hartig

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Angus Gorrie

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Caitlin Jordinson

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Schlagwörter

Affordance, compound flexibility, disadvantaged young people, extended education, extended education workforce, Foucault, lay pedagogues, LCA, liminal spaces, liminality, non-formal education, organized leisure activities, outside school hours care, Outside School Hours Care (OSHC), patterns of activity participation, personal professional knowledge construction, playwork, professional development, professionalisation, psychogeography, school age care, school-age educare, teacher, workforce

Abstracts

The Production and Performance of Workplace Hierarchies in Australian Outside School Hours Care (Bruce Hurst, Kylie Brannelly, Jennifer Cartmel)
Outside School Hours Care (OSHC) provides play, leisure, care and education for significant numbers of Australian children. As government has become increasingly involved in the regulation of OSHC, the sector has become increasingly professionalised. OSHC practitioners are active participants in quality improvement processes and increasingly likely to have qualifications. Despite its growing social importance, there is little research about the OSHC workforce. This article draws on a research project conducted with OSHC practitioners who participated in a professional development program that introduced a set of professional standards for practitioners. The research investigated how participants engaged with the standards after completion of the program and demonstrated that uptake of the professional standards was complicated by workplace and sector hierarchies. Participants were less likely to use the standards for service leaders and short-term, casualised workers. These hierarchies formed in complex ways around dominant discourses that underestimate care and leisure work and position OSHC as a secondary consideration for school management. The findings in this research have important implications for the sustainability of the OSHC workforce, how it is perceived and how it engages with professional development programs. Keywords: Outside School Hours Care, School Age Care, Extended Education, Workforce, Foucault
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Qualified and Unqualified Staff in German All-day Schools. An Exploratory Overview (Markus Sauerwein, Annalena Danner, Franziska Bock, Till-Sebastian Idel, Gunther Graßhoff)
In Germany, three groups can be identified who work in all-day schools and take on pedagogical tasks in extended education: Teachers, pedagogical staff, and staff without a pedagogical qualification (lay pedagogues). While the professionalisation debate on teachers and pedagogical staff already exists, there is a lack of knowledge on lay staff. In this article we consider the group of lay pedagogues. Findings from existing studies explore in more detail the expertise that personnel bring into all-day education. Keywords: professionalisation, extended education, lay pedagogue
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“It shouldn’t be something you have to create on your own.” Personal practical knowledge construction and professional learning for teachers in Swedish school-age educare. (Lena Glaés-Coutts)
Teachers who work in school-age educare (SAEC) in Sweden possess a variety of educational qualifications. They hold a dual role working as teachers both within the compulsory program and school-age educare. This dual competence requirement means that their professional needs are unique and often different from that of their colleagues who only work in the compulsory school system (Berglund, Lager, Lundkvist and Gustavsson Nyckel, 2019). They reside in a complex context when it comes to opportunities for constructing their personal professional knowledge. Considering that already in 2021, the government announced the creation of a national professional learning program (Regeringen 2021), it is essential to understand what type of professional learning is deemed needed by the SAEC teachers themselves. Through narrative interviews with SAEC teachers, this study aims to map an understanding of how the teachers construct their personal professional knowledge as SAEC teachers. The main research question in this study is: How do SAEC teachers describe the role of professional learning as part of creating and developing their personal professional knowledge? The findings indicate a need for a systematic approach to recognize the qualification of experienced teachers and create a framework for professional learning opportunities for all teachers in SAEC. Keywords: School-age educare, extended education, professional development, personal professional knowledge construction, teacher
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Patterns of Participation in Organized Leisure Activities of Young People in Low and Middle Secondary Educational Tracks in Germany (Karen Hemming, Stefan Hofherr, Sabine Hartig)
Organized leisure activities are an important component of learning with a great potential for positive youth development. The available research has grown in the past decade but is still lacking differentiated analysis of specific activity determinants and longitudinal designs. Based on retrospectively collected quantitative data (n=1,547) at the end of low/middle secondary schools in Germany (9th/10th grades), this study explores patterns of organized activity participation over the school years using LCA (Latent Class Analysis). Four latent classes could be identified on the basis of eight manifest activity determinants: None-Actives, Minor-Actives, Multiple-Actives, and Committed-Actives. Sociodemographic indicators as well as social, cultural, and economic capital predict the assignment to these classes. Keywords: organized leisure activities, non-formal education, patterns of activity participation, LCA, disadvantaged young people
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Using theories that pertain to space and geography in Australian Outside School Hours settings: Playworkers perspectives (Angus Gorrie, Caitlin Jordinson)
This practitioner paper explores the positive impact playwork could have for Australian OSHC (Outside School Hours Care) environments and in turn, educators and children. Through a discussion of four theoretical perspectives pertaining to physical space from a playworkers perspective, the authors show how developing a conceptual understanding of these can support Australian OSHC settings nurture a place for play. With a focus on affordance theory, compound flexibility, liminality and psychogeography, this paper breaks down these theories and posits their practical applications within an OSHC setting. Keywords: Outside School Hours Care (OSHC), playwork, affordance, psychogeography, liminality, liminal spaces, compound flexibility
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