Integrated learning in schools: an Icelandic case study

Abstract

Purpose

The purpose of this paper is to explore the integration of school and leisure activities and to inform professional practice by exploring the opportunities and challenges that arise when school-day teachers and leisure-care personnel set out to build a collaborative network.

Design/methodology/approach

This paper presents a multiple case study of five Reykjavik elementary schools that participated in a project called “The Day of the Child.” Data were gathered using semi-structured interviews and focus groups with school leaders, leisure-time center coordinators, teachers, and leisure-care personnel, as well as using field notes and documentary analysis.

Findings

The participants in the study reported that increased integration supported the well-being of children by offering leisure activities within the school day. Emphasis on leisure reinforced children’s informal and social learning. Challenges identified were organizational barriers, such as professional boundaries between leisure and school, unclear roles of leisure-care personnel and lack of active collaboration. Drawing on the findings, the author explores possibilities for enhanced professional practice within schools.

Practical implications

Leisure and informal learning are marginalized in the educational discourse due to the global push in education toward outcomes-based education and standardized testing. This study underlines the need for leisure pedagogy in elementary schools.

Originality/value

This paper provides an understanding of the importance of informal learning within the formal school culture. The findings reflect the experiences and insights of those working with children and focuses on a much neglected part of education, informal learning.

Citation

Pálsdóttir, K. (2017), "Integrated learning in schools: an Icelandic case study", Journal of Professional Capital and Community, Vol. 2 No. 4, pp. 215-228. https://doi.org/10.1108/JPCC-04-2017-0008