Yrkeskompenten för lärare med inriktning mot fritidshem : Deras upplevelse av hur kompetensen används på fritidshem och skola

We want to search knowledge in how teachers with a focus on after-school recreation centre estimate how their own competence is used in after- school recreation center and school and what expectations/apprehensions they have on their profession in the future. In our study we have asked teachers with a focus on after-school recreation center how they estimate that their competence has been used in after-school recreation center during the last three years. The method we have used to illustrate this is the Delphi method Nordänger (2009), where we interviewed eight respondents by e-mail. From the responses, we have found that teachers with a focus on after-school recreation center experience that their skills should get more attention in the school. They want to combine care and pedagogy that supports students' physical, intellectual, social and emotional development. The most distinctly sign for the teachers with a focus on after-school recreation centre is that they distance themselves from the formal learning that is typical for the compulsory school Klerfelt (1999). The focus on after-school recreation center education is to create different informal learning environments through play, experiments, creative activity so that after-school recreation center education can complement the school