Abstract
18.1 Abstract – The social education worker in the school – a blind spot?
This thesis examines the background of the fully comprehensive school age 6 to 10 with the purpose of investigating and discussing how the social education worker’s duties, challenges and needs for innovation are to be defined when the social educator has to take part in the inter-professional collaboration with teachers in the so-called “helhedsskole”?
The thesis describes how children and childhood are understood in late modernity. Furthermore it gives a historical insight into the critique of the school which led to discussion on the “ helhedsskole”. New research that conveys knowledge on how the social educator’s role and duties are solved in the inter-professional collaboration with schoolteachers is included. The thesis also discusses what consequences, problems, and challenges the social educator faces in the school as a consequence of the school-based leisure time facilities’ developing in opposition to the school. The content priorities in the social education worker’s education are also seen as having consequences for how both the social educator and the social educator students are suited for the role they have to fulfill in the school.
It is advised that a reformulation of the education in the school-based leisure time facilities is undertaken so that more focus is placed on the practical-musical, the aesthetical and the creative element and that this is linked to a didactical way of thought which has learning, upbringing, development, and care for the good child life as its aim. The thesis includes primary data in the form of interviews with six social educator students and five qualified social educators who have many years of experience behind them.
As its main result of the investigation the thesis concludes that the social educator in the school is a ’BLIND SPOT’. A function which is completely blank and which leaves the students and some of the social educators lost and fumbling not knowing what their responsibilities and tasks are. The main task for the social educators in the school is seen to act as support for children with asocial behavior and to contribute with didactical and creative ideas for subject weeks, take part in parent-teacher relations, and work with care and well-being.
The main challenge is stated to be the lack of knowledge and tools for including children with asocial behavior. Most feel powerless - a feeling that turns into use of force.
As needs for innovation the thesis points out areas to be improved in the education of the social educator. There is a need for more lessons in learning theory and didactics and also more professionalism according to the practical-musical subjects. In regards to the field of practice the areas mentioned above are also most in need of further educational qualification. The home work café is mentioned as an especially problematic area that needs to be further researched through experimental and developmental work.
This thesis examines the background of the fully comprehensive school age 6 to 10 with the purpose of investigating and discussing how the social education worker’s duties, challenges and needs for innovation are to be defined when the social educator has to take part in the inter-professional collaboration with teachers in the so-called “helhedsskole”?
The thesis describes how children and childhood are understood in late modernity. Furthermore it gives a historical insight into the critique of the school which led to discussion on the “ helhedsskole”. New research that conveys knowledge on how the social educator’s role and duties are solved in the inter-professional collaboration with schoolteachers is included. The thesis also discusses what consequences, problems, and challenges the social educator faces in the school as a consequence of the school-based leisure time facilities’ developing in opposition to the school. The content priorities in the social education worker’s education are also seen as having consequences for how both the social educator and the social educator students are suited for the role they have to fulfill in the school.
It is advised that a reformulation of the education in the school-based leisure time facilities is undertaken so that more focus is placed on the practical-musical, the aesthetical and the creative element and that this is linked to a didactical way of thought which has learning, upbringing, development, and care for the good child life as its aim. The thesis includes primary data in the form of interviews with six social educator students and five qualified social educators who have many years of experience behind them.
As its main result of the investigation the thesis concludes that the social educator in the school is a ’BLIND SPOT’. A function which is completely blank and which leaves the students and some of the social educators lost and fumbling not knowing what their responsibilities and tasks are. The main task for the social educators in the school is seen to act as support for children with asocial behavior and to contribute with didactical and creative ideas for subject weeks, take part in parent-teacher relations, and work with care and well-being.
The main challenge is stated to be the lack of knowledge and tools for including children with asocial behavior. Most feel powerless - a feeling that turns into use of force.
As needs for innovation the thesis points out areas to be improved in the education of the social educator. There is a need for more lessons in learning theory and didactics and also more professionalism according to the practical-musical subjects. In regards to the field of practice the areas mentioned above are also most in need of further educational qualification. The home work café is mentioned as an especially problematic area that needs to be further researched through experimental and developmental work.
| Original language | Danish |
|---|---|
| Publication status | Published - 1 Sept 2012 |
Keywords
- social work