Kampen om Pædagogikken: Pædagogen som sædvanens- eller fagets vogter.

This thesis concerns the transfer of newly qualified social educators from education to the practice that they now are qualified for, and the challenges included in such a transition. These challenges include gaining access and responsibility after starting in the field, but also difficulties working alongside experienced social educators of the profession. The research project that informs this thesis is inspired by Lave and Wenger’s theories; ‘Situated Learning’ and ‘Communities of practice’ (2003; 2012; 2013), and also sought to investigate the first steps of the newly qualified into the practice community. The thesis analyzes the nature of how newly qualified social educators acquire a profession identity - and without knowing – it criticize the nature of traditional pedagogy. I conclude on the basis of available literature and the research project that the newly qualified takes over the criticism from external force that result in a new hierarchy between themselves and experienced social educators, because of different positions towards what good pedagogy is. In respect of methodology, this project is based on interviews (Kvale and Brinkmann 2008) and ethnographic fieldwork (Spradley 1979; Kristensen and Krogstrup 1999) – and is conducted in a kindergarten with children 2-6 of age.