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Anna KlerfeltUniversitetslektor, docent

Om mig

Universitetslektor och docent

Avdelningen för barn- och ungdomsvetenskap

Jag är fritidspedagog, filosofie doktor och docent i pedagogik med inriktning mot fritidshemspedagogik.

 

Undervisning

Jag undervisar inom Grundlärarprogrammet med inriktning mot arbete i fritidshem, masterprogrammet samt handleder på grund- och avancerad nivå. 

 

Forskningsintressen

Mitt forskningsintresse riktar sig mot att tillsammans med kollegor både nationellt och internationellt studera olika aspekter av fritidshemspedagogik, för att kunna bidra till att utveckla fritidshemspedagogiken som forskningsområde och kunskapsfält. Jag är intresserad av att utveckla teoretiska grunder och att nyskapa metoder för att beforska fritidshemmets kärna. Jag fokuserar särskilt barns meningsskapande i fritidshem, barns kreativitet och kommunikation genom estetiska uttryck. Barns användning av digitala verktyg på fritidshem för förståelse av språkliga metaforer stod i fokus i min avhandling och är fortfarande ett aktuellt intresse. I flera av mina projekt har jag arbetat med den metodologiska utmaningen att involvera barn som aktiva deltagare i forskning genom att använda samtalspromenader. Denna metod utgår från modern kommunikationsteori, med utgångspunkt i dialogiska perspektiv. Jag har också bedrivit studier riktade mot förändringen av yrkesrollen som fritidspedagog/grundlärare fritidshem på grund av politiska reformer. En nyligen avslutad studie bidrar med kunskap riktad mot rektorers betydelse för hur lärare i fritidshem kan realisera sina multipla uppdrag.

Jag är medlem i det globala nätverket för Extended Education och medredaktör för den internationella tidskriften ”International Journal for Research on Extended Education”. Mitt internationella engagemang ger mig också möjlighet att spegla svensk fritidshemsverksamhet ur ett internationellt perspektiv. Jag har nära samarbeten med kollegor vid andra lärosäten i Sverige och arbetar kontinuerligt med olika former av expertuppdrag för statliga myndigheter.

Vid Stockholms universitet leder jag en seminarieserie riktad mot Fritidshemspedagogisk forskning.

 

Senaste publikationer:

Ljusberg, A-L. & Klerfelt, A. (2021). (Gästred.). Extended Education: Practices, Theories, and Activities. International Journal for Research on Extended Education, Volym 9, Nr. 1.

Klerfelt, A., Ljusberg, A-L. & Hippinen, A. (2020). Fritidshemmet – en internationell utblick. För utredningen om ‘Kvalité i fritidshem’, Regeringskansliet.

Klerfelt, A., Haglund, B., Andersson, B., & Kane, E. (2020). Swedish school-age educare: a combination of education and care. I S. H. Bae, J. L. Mahoney, S. Maschke & L. Stecher (Red.), International Developments in Research on Extended Education: Perspectives on extracurricular activities, after-school programs, and all-day schools. International Handbook (s. 173-192).ISBN: 978-3-8474-2335-5 eISBN 978-3-8474-1517-6 Opladen–Berlin–Toronto: Verlag Barbara Budrich. 

Urval av publikationer:

Klerfelt, A. (1999). Fritidshem och skola - olika miljöer för lärande. I I. Carlgren, (Red.) Miljöer för lärande, s 79-101. Lund: Studentlitteratur.

Klerfelt, A. (2007). Gestures in conversation - the significance of gestures and utterances when children and preschool teachers create stories using the computer. Computers & Education, 48, 335-361.

Klerfelt, A. (2007). Barns multimediala berättande. En länk mellan barns mediakultur och pedagogisk praktik. Gothenburg Studies in Educational Sciences 256. Gothenburg: Acta Universitatis Gothoburgensis.

Klerfelt, A. (2012). Out on the Net – into the Web. Metaphors as tools for children’s communication. International Journal of Early Childhood, 44(2) 157-167.

Klerfelt, A. (2016). Samtalspromenader – en metod att närma sig andras perspektiv. I E. Anderberg (Red.), Skolnära forskningsmetoder (s. 27-45). Lund: Studentlitteratur.

Klerfelt, A. (2017). To author yourself. Teachers in school-age educare centres describe their professional position. International Journal for Research on Extended Education, 5(2), 133-149.

Klerfelt, A. & Stecher, L. (2018). Swedish School-Age Educare Centres and German All-Day Schools: A Bi-National Comparison of Two Prototypes of Extended Education. International Journal for Research on Extended Education, 6(1), 49-65.

Klerfelt, A. & Ljusberg, A.-L. (2018). Eliciting Concepts in the Field of Extended Education – A Swedish Provoke. International Journal for Research on Extended Education, 6(2), 122-131.  https://doi.org/10.3224/ijree.v6i2.03

Klerfelt, A. & Qvarsell, B. (Red.). (2020). Kultur, estetik och barns rätt i pedagogiken. (Uppl. 2). Malmö: Gleerups.

Klerfelt, A. (2020). Ut på nätet – in i webben. Metaforer som verktyg för barns kommunikation.  I A. Klerfelt & B. Qvarsell (Red.), Kultur, estetik och barns rätt i pedagogiken, s.167 -178. (Uppl. 2). Malmö: Gleerups.

Publikationer

I urval från Stockholms universitets publikationsdatabas

  • Swedish school-age educare

    2020. Anna Klerfelt (et al.). International Developments in Research on Extended Education, 173-192

    Kapitel

    In this chapter we aim to describe the Swedish school-age educare from a cultural and historical perspective and we hope to give the reader an informative picture of how Swedish school-age educare is organised and put into practice followed by critical reflections. This will be done by describing purposes, origins, policies, and impacts (methods) of extended education performed both in the school-age educare centres as a part of the public educational system and in recreational activities provided outside the educational system run as community-programmes. Schools and school-age educare centres are integrated and can be managed as public or independent schools. The independent schools could be owned and run by parents, private companies or organisations, but both public and independent schools are financed by taxes. School-age educare centres are chosen, both by politicians and parents, as the most preferred provision for children aged 6-12 years which means that governmental resources, political discussions, and research are directed toward this way of organising extended education.

    Läs mer om Swedish school-age educare

  • Swedish School-Age Educare Centres and German All-Day Schools

    2018. Anna Klerfelt, Ludwig Stecher. International Journal for Research on Extended Education 6 (1), 49-65

    Artikel

    In Sweden and in Germany, an extensive system of extended education programmes and activities has been established within the last decades. Prototypic examples of this development are school-age educare centres in Sweden and all-day schools in Germany. In this article a bi-national comparison, aiming to find some similarities and differences by means of historical background, current questions of student learning, staff professionalism, and research findings, is presented. It can be shown that, though Swedish school-age educare centres and German all-day schools are based on pedagogical roots reaching back to the end of the 19thand the beginning of the 20thcentury, their historical developments are quite different. Whilst in Sweden the school-age educare idea became entrenched in the society and the collective beliefs about the necessity of learning outside the classroom, in Germany the all-day school model never prevailed. That only changed in the beginning of the 21stcentury when PISA showed that the German education system was not performing very well. Based on the different developments over time, both models established different features. With regard to student learning, the Swedish model is more oriented towards fostering creativity and imagination, whilst the German model is more oriented towards curricular learning. One difference concerning the students are that in Germany the all-day school embrace both children and youths up to the end of secondary-II level (up to 18/19 years), in Sweden young people older than 13 years old cannot participate in the school-age educare. In Sweden educators working outside of the classroom are academically trained in quite the same way as classroom teachers, whilst in Germany there is no such common regulation. Based on the more curricular learning centred view in Germany, some large scale effectivity studies were conducted within the last decade. Such comprehensive research programs are lacking in Sweden. We will give a short overview of some main research findings and discuss future research topics. 

    Läs mer om Swedish School-Age Educare Centres and German All-Day Schools

  • Eliciting Concepts in the Field of Extended Education – A Swedish Provoke

    2018. Anna Klerfelt, Anna-Lena Ljusberg. International Journal for Research on Extended Education 6 (2), 122-131

    Artikel

    The aim of this article is to contribute to the discussion concerning the concepts used in the field of extended education by scrutinising different concepts that can contribute to research and guard the specific educational attitude of extended education as viewed from a Swedish perspective. The discussion will be based on a review of concepts used in both national and international research, as well as those formulated in Swedish policy documents and traditionally used in Swedish schoolage educare activity. Defining extended education as a social practice that aims at meaning making based on experiences from everyday life will be an important theoretical starting point to which the discussed concepts will be related. The significance of taking a point of departure in children’s perspectives is central in the article. Finally, some newly created concepts will be suggested as significant for the development of extended education.

    Läs mer om Eliciting Concepts in the Field of Extended Education – A Swedish Provoke

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