ABSTRACT

The governing document of the Swedish SAEC has shifted to become more focused on teaching and learning. The updated curriculum (SNAE, 2011) added new requirements of the educational programme through stating that activities should be ‘based on the pupils’ needs, interests and initiative’ (SNAE, 2011, p. 23). The aim of this study is to explore how SAEC can reach these goals and what kind of inventory the staff in SAEC use to plan the activity. The study takes its theoretical point of departure from childhood studies (James, Jenks, & Prout, 2015). The methodology was based on action research and conducted together with eight different teams. The results show that there are different ways to inventory pupils’ interests. Inventories are shaped differently when staff see pupils as co-actors planning the educational programme together, or viewing pupils as objects and put in a subordinate position.

摘要

瑞典 SAEC 的管理文件已经转向更加关注教学和学习。更新后的课程（SNAE，2011）通过声明活动应“基于学生的需求、兴趣和主动性”（SNAE，2011，第 23 页）增加了教育计划的新要求。本研究的目的是探索 SAEC 如何实现这些目标以及 SAEC 的员工使用什么样的库存来计划活动。该研究的理论出发点来自儿童研究（James、Jenks 和 Prout，2015 年）。该方法基于行动研究，并与八个不同的团队一起进行。结果表明，有不同的方式来盘点学生的兴趣。当工作人员将学生视为共同计划教育计划的合作者时，库存的形状会有所不同，