Capturing the proven experience through action learning. The systematic work of developing quality in Swedish leisure-time centres
Keywords:Action learning, Leisure-time teachers, systematic quality work, improving schools, pupils ‘experience.
The aim of this article is to discuss the requirement of the Swedish Educational Act that says that the activities of school and leisure-time centres should be based on (soft) science and proven experience. The discussion is carried out through illustrations from a collaborative action learning project that took place between researchers and leisure-time teachers with the overall aim to strengthen evidence-based knowledge about leisure-time teachers and to clarify their proven experience. The combination of pupils’ proven experiences and the leisure-time teachers’ reflective and researching approach proved to be the best route to follow in increasing the quality of the leisure-time centres. The leisure-time centres involved, to a greater extent than before the project, are now built upon a scientific approach as well as the proven experiences of both the pupils and the leisure-time teachers. The project underlines the well-known facts that developmental work needs stability and continuity to lay the foundation for sustainable change and that changes need to be a clear part of the schools’ development organization.
On submission authors agree to share 50% copyright with Action Learning, Action Research Association Ltd (ALARA). On receipt of payment for public access to papers authors will receive 50% of the fee. The remaining 50% will be returned to ALARA.
ALARA is publishing both a hard copy and an electronic copy. There may be a delay in receiving the hard copy, as it is printed by an external print-on-demand publisher.