nÃo hà / O Curso de GraduaÃÃo em CiÃncias ContÃbeis apresenta em seu corpo docente fortes caracterÃsticas provenientes do mercado de trabalho. Muitos dos docentes deste Curso atuam em outras atividades remuneradas alÃm da docÃncia, fato que pode prejudicar sua dedicaÃÃo ao ensino. Aliada a esta realidade, tem-se a expansÃo quantitativa dos cursos de graduaÃÃo no Brasil, o que faz com que algumas InstituiÃÃes de Ensino Superior nÃo se preocupem com a qualidade do ensino ofertado visando somente o lucro, o que finda por prejudicar o processo de ensino e aprendizagem. Esta pesquisa teve como objetivo investigar de que forma os docentes dos Cursos de CiÃncias ContÃbeis das InstituiÃÃes de Ensino Superior do MunicÃpio de Fortaleza se identificam profissionalmente, com o intuito de perceber atà que ponto a identificaÃÃo destes profissionais pode refletir-se no seu desenvolvimento como professor. Se Apresenta um histÃrico sobre a evoluÃÃo do Curso Superior de CiÃncias ContÃbeis no Brasil e da profissÃo contÃbil, aspectos sobre a formaÃÃo do professor de ensino superior, de maneira geral, e especificamente da Contabilidade, bem como uma abordagem sobre a identidade docente nos cursos de CiÃncias ContÃbeis. A pesquisa caracteriza-se como qualitativa, de carÃter descritivo utilizando-se os procedimentos de pesquisa bibliogrÃfica, documental e de campo. Como instrumento da pesquisa de campo, utilizou-se a entrevista. Primeiramente foi realizado o levantamento de quantas IES oferecem o Curso de CiÃncias ContÃbeis em Fortaleza. ApÃs esta identificaÃÃo, pesquisou-se quais os docentes graduados em Contabilidade e responsÃveis pelo ensino de disciplinas tÃcnicas da Contabilidade, o que totalizou 113 (cento e treze) docentes, refletindo o quantitativo dos sujeitos da pesquisa. Foram realizadas entrevistas em 10 (dez) IES de Fortaleza, as quais foram gravadas e transcritas para a anÃlise dos resultados. Ao final, concluiu-se que a identificaÃÃo dos docentes do curso de CiÃncias ContÃbeis como professor ou contador à dividida, confirmando o conflito que existe entre as duas profissÃes, causado pelo forte apelo da profissÃo contÃbil e pelo exercÃcio concomitante de duas profissÃes pela maioria dos docentes do curso. Tendo em vista todos os aspectos estudados, verifica-se que a qualidade do ensino superior em CiÃncias ContÃbeis depende da valorizaÃÃo e da dedicaÃÃo dos docentes à atividade de ensino. / The undergraduate course in accounting has on its faculty from strong features of the labor market. Many of the teachers of this course work in other activities besides teaching higher education institutions, which may impair their dedication to teaching. Coupled with this reality, we have the quantitative expansion of graduate programs in Brazil, which causes some Higher education institutions do not worry about the quality of education offered only seeking profit, which ends up harming the teaching learning. This research aimed to investigate how the teachers of the Accountancy Courses of Higher Education Institutions in the city of Fortaleza identify themselves professionally, in order to realize the extent to which the identification of these professionals can reflect on their development as a teacher. It presents a history of the evolution of Science Degree in Accounting in Brazil and the accounting profession, and aspects of teacher training higher education in general and specifically the accounting as well as an approach to identity in teaching courses Accounting. The research is characterized as qualitative, descriptive using the procedures for bibliographical research and field. As an instrument of fieldwork used to interview. First survey was conducted on how many Higher education institutions offer Accounting Course in Fortaleza, after this identification is investigated which teachers graduated in accounting and charge of teaching technical subjects of accounting, which totaled 113 (one hundred and thirteen) teachers reflecting the amount of research subjects. Interviews were conducted in ten (10) higher education institutions Fortaleza, which were recorded and transcribed for analysis of results. At the end it was concluded that the identification of teachers from Accounting as a teacher or accountant is divided, confirming the conflict that exists between the two professions, caused by the strong appeal of the accounting profession and the exercise concurrent two professions by most teachers the course. Considering all aspects studied, it appears that the quality of higher education in accounting and valuation depends on the dedication of the teachers teaching.

Cette thèse porte sur les pratiques de jugement en sciences humaines et sociales à l’Agence d’évaluation de la recherche et de l’enseignement supérieur, créée en 2007. Au moyen d’entretiens, d’observations et d’un travail sur archives, cette enquête approche l’élaboration et les usages des instruments d’évaluation au plus près des acteurs qui les conçoivent et les mettent en œuvre. Au croisement de la sociologie de l’action publique, de la sociologie des sciences, et de la sociologie des professions, cette thèse montre que la définition des « bonnes pratiques » scientifiques se façonne au gré d’alliances et de conflits intra-professionnels, plutôt qu’elle ne serait le produit de réformes imposées par le haut à la profession. Étudier une activité routinière au sein de la communauté académique -l’évaluation scientifique- dans les moments critiques où ses règles se reconfigurent, permet d’appréhender les réformes contemporaines qui affectent le monde académique. Si ces réformes peuvent affaiblir le pouvoir professionnel, dans notre cas, les scientifiques restent centraux dans le dispositif d’évaluation. L’AERES apparaît alors comme un microcosme où se jouent des conflits qui traversent la communauté académique elle-même. En effet, l’élaboration des instruments encadrant le jugement est innervée par des savoirs scientifiques en concurrence, et ces instruments peuvent être abandonnés face aux controverses qu’ils suscitent dans la profession. C’est alors la position de l’AERES vis-vis des autres instances scientifiques qu’il convient d’interroger, pour comprendre à quelles conditions ces instruments s’institutionnalisent et redéfinissent les pratiques de recherche légitimes. / This dissertation studies research assessment in the Humanities and Social Sciences, in a French evaluation agency (AERES) created in 2007. Based on interviews, ethnographic observations and archives, it approaches the elaboration and the uses of evaluative instruments close to the actors who conceive and implement them. At the crossroad of public policy analysis, sociology of science and sociology of professions, I show that the definition of scientific “good practices” is manufactured through intra-professional alliances and conflicts, rather than it would reflect top down reforms imposed to the profession. Studying a routine activity in the academic world – the scientific assessment – in the critical moments when its rules are reshaped, allows apprehending the contemporary reforms that affect the scientific sector. If those reforms might erode the professional power, in the case I study, the scientists remain at the heart of the evaluative system. The AERES appears then as a microcosm where conflicts within the academic profession can be seized. The construction of the evaluative instruments is nourished by competing scientific knowledge, and those instruments might be abandoned when they become controversial in the profession. Hence, the position of the AERES with respect to the other academic institution has to be questioned, in order to understand under what conditions those instruments redefine the legitimate research and assessment practices.

Cette enquête a pour objectif d’exposer le développement du journalisme palestinien et les conditions actuelles du travail des journalistes palestiniens. Plusieurs questions ont motivé cette recherche. Est-il possible de faire du journalisme dans un contexte marqué par la violence physique et psychologique ? Est-il possible pour un journaliste palestinien de faire un travail « objectif » et professionnel dans un tel contexte ? Les journalistes palestiniens rencontrent-ils plus de difficultés pour réaliser leur travail ? Quel type d‘institutions sont chargées de la protection des journalistes dans les Territoires palestiniens ? Quel est le cadre légal du journalisme palestinien ? Quelles sont les formations suivies par les Palestiniens pour devenir journaliste ? Il existe une « tradition journalistique » dans la région et spécifiquement palestinienne, qui est encore mal comprise. Cet héritage est le résultat de l’histoire de la région et des conditions politiques, économiques et sociales. La lutte pour un État indépendant explique la récurrence des journalistes palestiniens dans l’engagement politique. Par ailleurs, les jeunes générations de journalistes demandent un niveau de « professionnalisation » et de « professionnalisme » de leurs anciens collègues en se détachant de la sphère politique. L’investigation cherche à clarifier la « tradition journalistique palestinienne » et ses éléments pour comprendre pourquoi malgré le militantisme derrière cet héritage, les journalistes palestiniens peuvent faire un travail professionnel. Les journalistes palestiniens sont légitimes porte-paroles de leur société. / The purpose of this investigation is to show the historic development of Palestinian journalism and the working conditions of Palestinian journalists nowadays. Several questions have motivated this research. Is it possible to be a journalist in a context physically and psychologically limited by violence? Is it possible for a Palestinian journalist to be “objective” and to work professionally in such a context? Do Palestinian journalists encounter more difficulties to accomplish their job? What kinds of institutions are responsible for the protection of journalists in the Occupied Territories? Which is the legal framework of Palestinian journalism? What training and courses does a Palestinian must follow in order to become a journalist? There is a specific “Palestinian journalistic tradition” that is part of the journalistic tradition of the region, which is still poorly understood. This legacy is a product of the region’s history and the political, economic and social conditions. The struggle for an independent state explains the recurrence of political activism among Palestinian journalists. Furthermore, the younger generations of journalists demand a higher level of professionalization and professionalism of their former colleagues, as they move away from the political sphere. This investigation seeks to clarify the “Palestinian journalistic tradition” and its elements to understand why, despite the activism behind this legacy, Palestinian journalists are able to work professionally. Palestinian journalists are genuine spokesmen of their society.

This master thesis examines a change in health care, in a county council in Norrbotten’s county. This change, which is referred to as “competence-exchange” (kompetensväxling) by the studied organization, means that tasks are redistributed between different workgroups. The possibility of redistributing tasks was due to the introduction of a new occupational group called healthcare service-personnel (vårdnära servicepersonal) in the studied activity. The primary mission of Healthcare service-personnel is to perform service tasks, but also some simpler care-related tasks. The tasks provided by the healthcare service-personnel was earlier performed by the healthcare-staff in the studied organization. When healthcare service-personnel now perform service tasks, healthcare-staff can instead focus on their primary healthcare-tasks and redistribute certain healthcare-tasks between each other. The theoretical starting points in the paper are bureaucracy, power and authority, system theory and the interest model. Other theoretical starting points in the paper are individual and organization, previous research on the redistribution of healthcare-tasks and central concepts regarding professional and competence. The essays approach was conducted through a qualitative method of respondents from the occupational groups nurse, assistant-nurse, healthcare service-personnel, unit Manager for healthcare service-personnel, trade Unions, project leaders and organizational developer. The respondents describe their experience of the redistribution of tasks in the studied organization. The methodological starting point for this essay is based on knowledge sociology that deals with the analysis of social constructions of reality. The result shows that healthcare professionals are positive about the relief provided by healthcare service-personnel in the performance of service-tasks in the organization. However, there is some resistance to the fact that healthcare service-personnel perform care-related tasks. There are also shortcomings in the rules and methods of redistribution of tasks. The result also shows that no tasks are exchanged between staff, instead tasks are being relieved only from a top-down perspective to the professional group with lower education. In fact, there is no competence-exchange in the redistribution of tasks. / Denna masteruppsats undersöker en förändring i hälso- och sjukvården, i ett landsting i Norrbottens län. Denna förändring, som benämns som kompetensväxling i den studerade verksamheten, innebär att arbetsuppgifter omfördelas mellan olika yrkesgrupper. Möjligheten att omfördela arbetsuppgifter kom på grund av att en ny yrkesgrupp vid namn Vårdnära service infördes i den studerade verksamheten. Vårdnära servicepersonals primära uppdrag är att utföra serviceuppgifter men också vissa enklare vårdrelaterade uppgifter. Uppgifterna som Vårdnära servicepersonal utför, utfördes tidigare av vårdpersonal i den studerade verksamheten. Då Vårdnära servicepersonal nu utför serviceuppgifter kan vårdpersonalen istället fokusera på deras primära vårduppgifter samt omfördela vissa vårduppgifter mellan varandra. De teoretiska utgångspunkterna i uppsatsen är byråkrati, makt och auktoritet, systemteori och intressentmodellen. Andra teoretiska utgångspunkter i uppsatsen är individ och organisation, tidigare forskning gällande omfördelning av arbetsuppgifter inom hälso- och sjukvård samt centrala begrepp gällande profession och kompetens. Uppsatsen utfördes genom en kvalitativ metod med intervjupersoner från yrkesgrupperna sjuksköterska, undersköterska, vårdnära servicepersonal, enhetschef för vårdnära service, fackliga organisationer, projektledare samt verksamhetsutvecklare. Intervjupersonerna beskriver deras upplevelse av omfördelningen av arbetsuppgifter i den studerade organisationen. Den metodologiska utgångspunkten för denna uppsats grundar sig i kunskapssociologin som handlar om analysen av sociala konstruktioner av verkligheten. Resultatet visar att vårdpersonalen är positiva till den avlastning som vårdnära servicepersonal ger i utförandet av serviceuppgifter i verksamheten. Dock finns ett visst motstånd till att vårdnära servicepersonal utför vårdrelaterade uppgifter. Det finns också brister i tydlighet gällande regler och metoder för omfördelning av arbetsuppgifterna. Resultatet visar även att inga arbetsuppgifter växlas mellan personalen, utan arbetsuppgifter avlastas enbart från ett uppifrånperspektiv till en yrkesgrupp med lägre utbildning. Alltså sker faktiskt ingen kompetensväxling i omfördelningen av arbetsuppgifter.

La profession de conseillers en génétique a été créée en Europe dans les années 1980 au Royaume-Uni. En France, elle a débuté en 2005 sous l’égide d’une loi, suite au rapport Berland sur la situation démographique des métiers de la santé (2002/2004). Aujourd’hui, et après 7 ans d’existence, 122 diplômés en « conseil génétique et médecine prédictive » exercent leur activité dans tous les domaines de la génétique. Comment ces nouveaux praticiens, non-médicaux, ont-ils réussi à s’intégrer dans les équipes pluridisciplinaires de génétique ? Comment sont-ils recrutés et sous quel statut ? Quelles sont les responsabilités qui leur sont confiées et quelle est leur autonomie d’exercice ? Comment sont-ils perçus par les médecins généticiens avec lesquels ils collaborent ? Quelle est leur place au niveau européen ? Pour ce faire, nous avons créé des questionnaires sur leur formation, leur rôle et leur pratique, que nous avons adressés aussi bien aux conseillers en génétique qu’aux médecins avec lesquels ils travaillent. Parmi les 122 diplômés du Master Pathologie Humaine « conseil en génétique et médecine prédictive », 94 d’entre eux sont en poste (77 %). Ils sont capables de gérer des consultations seuls lorsqu’aucun acte médical n’est requis. Les responsabilités confiées sont dépendantes de la relation instaurée entre le conseiller en génétique et le médecin avec lequel il travaille. Cette profession s’est vite installée en France et est dotée d’une législation unique en Europe. / The profession of genetic counselors was founded in Europe in the 1980’s in the United Kingdom. In France, it began in 2005 under the aegis of a law, following the report on the demographic situation in the Health professions (Berland 2002 /2004). Today, after seven years, we number 122 graduated genetic counselors that can work in a variety of settings in multiple specialty areas of human genetics. How these new non-medical practitioners are integrated into multidisciplinary services of genetics? How are they recruited and with which status? What are the responsibilities entrusted to them? How are they perceived by geneticists working with them? What is their position at European level? First, we performed a literature survey to trace the history of the creation of this new profession. To answer the underlined questions, we used socio-epidemiological studies through the elaboration of surveys regarding the education, the role and practice of genetic counselor. Studies were addressed to both genetic counselors and geneticists. Among the 122 graduated genetic counselors," 94 are employed (77%). They are able to manage consultations only when no medical act is required. However, the responsibilities are dependent on the relationship established between the genetic counselor and the medical geneticist. Overall, this profession has quickly settled in France and is the only one having a law at the European level. Although this survey emphasizes inequalities in the practice of this new profession as well as discrepancies regarding the administrative aspects, genetic counselors are increasingly being integrated into all levels of healthcare service delivery.

Bakgrund Arbetsgivarna inom The Accountancy Profession möter i dagslägetutmaningar då yrkesrollerna ständigt förändras samtidigt som de måsteanpassa sig efter de nya generationernas krav och behov. Syfte Syftet med denna studie är att utforska hur arbetstagarens yrkesrollsamt generationstillhörighet påverkar hur medarbetaren upplever sigproducera nytta i sitt arbete inom The Accountancy Profession. Metod Denna studie har framförts med hjälp av en kvantitativ metod meddeduktiv vetenskaplig ansats. Fem hypoteser har formulerats baserat påstudiens teorier om professioner och generationer. Empiri har samlatsin genom en webbenkät som besvarats av 301 medarbetare inomprofessionen i Sverige. Slutsats Studiens resultat visar på att det finns skillnader mellan hurredovisningskonsulter och revisorer upplever sig producera nytta,då redovisningskonsulter tenderar att uppleva sig producera nyttai högre grad än revisorer. Vidare ser vi vissa skillnader i hurgenerationerna upplever sitt nyttoskapande, men resultaten tyder påatt det kan bero på andra faktorer än just generationstillhörighet.Därför krävs vidare forskning inom detta område för att fastställasambanden mellan generationer och nyttoskapande inom TheAccountancy Profession. / Background Employers within The Accountancy Profession face challengesin the way the professions develop formally and informally, as wellas challenges in conforming to the demands of new generationsentering the workforce. Purpose The aim of this study is to examine how the professions andgenerations of employees affect how they experience the way theycreate value within The Accountancy Profession. Methodology This study has been conducted through a quantitative method anddeductive scientific approach. Five hypotheses have been formulatedbased on professional and generational theories. Empirical researchhas been collected using an online-based survey with 301participants working within The Accountancy Profession in Sweden. Conclusion The results imply that there are differences in how accountants andauditors experience the way they create value, as accountants provedto suppose a higher degree of value creation than auditors.Additionally, there seems to be differences in how the generationsexperience their value creation, but the results imply that there mightbe other factors that play into the way they experience the value theycreate. Hence further studies are needed within the field to concludecertain correlations between generations and value creation withinThe Accountancy Profession

En 1960, après 40 années de professionnalisation, les infirmières françaises étaient dotées d’un modèle original de profession fortement structuré et témoignant d’une qualification qui avait indéniablement gagné en épaisseur. La Grande Guerre et ses prolongements avaient favorisé la pénétration en France du prototype professionnel anglo-américain. Même si cette influence fut limitée, en 1960 le modèle français était comparable en de nombreux points à l’historique modèle anglais et à son successeur américain. En revanche, les infirmières françaises ne connaissaient à cette date ni les perspectives de carrière de leurs collègues, ni le chemin de l’Université alors impensable. La création de l’EIEIS à Lyon en 1965 offrit cette possibilité à un petit nombre d’entre elles et constitua une extraordinaire opportunité pour le développement de la profession en France. L’élite très active formée grâce à cette institution œuvra à la modification des représentations de la profession chez les médecins, les universitaires, les directeurs d’hôpitaux et les politiques. Elle contribua aussi à changer les pratiques et le rapport au monde des infirmières françaises qui inventèrent même un mouvement revendicatif original à la fin des années 1980. Enfin, cette École établit les bases d’un développement disciplinaire des soins infirmiers en France. Unique en son genre, elle ferma en 1995, faute des moyens nécessaires au maintien de son activité. Le New public management, de plus en plus présent à l’hôpital, privilégia la rationalisation des organisations et leur gestion strictement comptable, au détriment des considérations sur le développement académique des soins infirmiers en France. / In 1960, after 40 years of vocational development, the French nurses were endowed with an original model of occupation strongly structured demonstrating that their qualification had undeniably gained in thickness. The Great War and its repercussions had furthered the penetration of the Anglo-American professional prototype in France. Even if this influence was limited, in 1960 the French model was comparable in numerous points to the historical English model and its American successor. On the other hand, the French nurses knew nothing about their colleagues’ career prospects and the way to University, which was unthinkable at the time. In 1965, the creation of the EIEIS in Lyon, gave to a small number of them this opportunity and established a tremendous occasion for the development of the nursing profession in France. The very active elite turned out thanks to this institution managed to change opinions about nursing profession among doctors, hospitals’ managers, academic people and public authorities. It also conduced to change French nurses’ practices and relationship to the world. Nurses even invented an original movement of protest at the end of 1980s. Finally, this School laid the foundations for an academic development of nursing in France. Though it was unrivalled in the country, it closed in 1995, due to the lack of necessary means to preserve its activity. “New public management”, more and more present in hospitals, promoted the rationalization of organizations and a strictly accounting management rather than an academic development of nursing in France.

<p>U disertacija se istražuje proces profesionalizacije nove profesije inženjer menadžment u savremenom srpskom dru&scaron;tvu. Cilj je da se ispita koji su konstitutivni elementi razvijeni, koji jo&scaron; nisu ili nisu u potpunosti, te ih treba razvijati kako bi se ubrzali procesi profesionalizacije.<br />Teorijski model primenjen u istraživanju sastoji se od elemenata strukturano-funkcionalističke teorije (dru&scaron;tvena za&scaron;tita profesije i etički kodeks) i realističko-istorijske teorije (formiranje &scaron;kola za profesionalno obrazovanje, profesionalno udruženje i izgradnja etičkog kodeksa profesije). Model je za potrebe ovog istraživanja pro&scaron;iren sa jo&scaron; dva relevantna elementa: resocijalizacija inženjera menadžmentau organizacijama i dru&scaron;tveno vrednovanje profesije.<br />Rezultati istraživanja dokazuju relevantnost izabranih nezavisnih promenljivih i potvrđuju njihov determinirajući uticaj na procese profesionalizacije profesije inženjer menadžmenta. Kao najrazvijeniji elemenat ove mlade profesije identifikovano je univerzitetsko obrazovanje. To pokazuje da je uvođenje studijskih programa inženjerskog menadžmenta na univerzitete u Srbiji prethodnica ekonomskog razvoja.</p> / <p>The thesis focuses on the research of the process of the professionalization of the engineering manager profession in the contemporary Serbina society. The main objective is to examine which of the constitutive elements of this profession are developed and which of those are yet to be developed.<br />The theoretical model applied in the research consists of the elements of the structural-functional theory (social protection of profession and ethical code) and realistic-historical theory (founding of the schools for professional education, professional associations, and establishment of the ethical code for the profession). This model was, for the needs of this research, broadened with two more relevant elements: re-socialization of the engineering managers in and social evaluation of the profession of the engineering manager.<br />The results of the research prove the relevance of the examined factors and confirm their determining influence on the process of the professionalization of the engineering manager profession. As the most developed element of this young profession, the university education was identified. This shows that introduction of the study programme of engineering management in Serbia by the universities was in fact preceding the economic development.</p>

I och med den senaste revideringen av förskolans läroplan (Skolverket, 2018) skrevs begreppet undervisning in i läroplanen. Studien syftar till att bidra med kunskap till den aktuella diskussionen kring begreppet undervisning. Frågeställningarna studien utgår från är: Hur uppfattar förskollärare att diskussionen kring undervisning i förskolan ser ut idag i relation till sin egen praktik? Hur beskriver förskollärare att de uppfattar begreppet undervisning i relation till sin profession? Studien är kvalitativ och utgår från sex semistrukturerade intervjuer med förskollärare där resultatet analyserats genom en tematisk analys. Studien har genomförts utifrån en fenomenologisk utgångspunkt där analysen skett utifrån de intervjuade förskollärarnas uppfattningar kring begreppet undervisning i relation till sin profession. Studiens resultat visar att det finns olika uppfattningar om vad begreppet undervisning innebär samt hur det används i praktiken. Det framkommer att det inledningsvis funnits ett motstånd och en oro kring införandet av begreppet undervisning i förskolan och att det därmed krävs mer avsatt tid och gemensamma diskussioner. I studien framkommer förskollärares uppfattningar om att den aktuella diskussionen idag snarare handlar om en positiv uppfattning om begreppet undervisning som bidrar till en professionsutveckling.

Inledning År 2016 kom Skolverket ut med nya avsnitt i grundskolans läroplan. Bland annat förtydligades uppdrag och syfte för lärare i fritidshem. Ändringarna trädde i kraft första juli samma år. I och med att dessa ändringar torde lärare i fritidshems roll och status förbättras, exempelvis genom att de fått mer tid till fritidshemmets verksamhet. Syfte Syftet med denna undersökning är att ta reda på om lärare i fritidshem anser att deras dagliga arbete har förändrats sedan de nya avsnitten i läroplanen kom ut, för att se hur implementeringen av nyss nämnda avsnitt har fungerat och ska fortsätta fungera, samt att undersöka hur lärare i fritidshem uppfattar att deras status har ökat eller minskat, jämfört med tidigare år. Metod Vi använde oss av en kvantitativ metod genom en enkätundersökning, det inkom 324 svar. Resultat Det som framkommer från våra resultat är att statusen uppfattas att öka sakta men säkert. För att kunna stärka professionen så behövs det mer planeringstid, högre lön samt bättre insyn i verksamheten från kollegor och rektorer/huvudmän. Det som även framkommer är att lärare i fritidshem har en mängd olika uppdrag under skoldagen, men det skulle behövas mer tid till fritidshemmet för att klara läroplanens nya kapitel. Slutsats Det finns fortfarande inte tillräckligt med tid till fritidshemsverksamheten. Vi kommer även fram till att statusen är på väg att förbättras. / Introduction In 2016, the National Agency for Education issued new sections in elementary school curricula. Among other things, assignments and purposes were clarified for teachers in the extended school. The amendments take an effect on the first of July of the same year. By these changes the role and status should be improved for the teachers, by giving them more time to the extended school. Purpose The purpose of this survey is to find out if teachers in the extended school consider that their daily work has changed since the new sections of the curriculum came out, to see how the implementation of the section paragraphs has worked and will continue to work, as well as to investigate how teachers in the extended school, if their status has increased or decreased compared with previous years. Method We used a quantitative method through a survey, there were 324 replies. Results What emerges from our results is that the status is perceived to increase slowly but surely. In order to strengthen the profession, more planning time, higher pay and better insight into the activities of colleagues and principals / mandator are needed. What is also evident is that teachers in the extended school have a variety of assignments during the school day, but more time would be needed for the extended school to complete the new chapter of the curriculum. Conclusion There is still not enough time for the extended school activities. We also think that the status is going in a positive direction.