Please use this identifier to cite or link to this item: https://doi.org/10.21256/zhaw-1191
Publication type: Contribution to magazine or newspaper
Title: Die gute neue Tagesschule in der Schweiz : der Erziehungs- und Bildungsauftrag aus der Sicht der Professionen
Authors: Kappler, Christa
Chiapparini, Emanuela
Schuler, Patricia
DOI: 10.21256/zhaw-1191
Published in: Schulpädagogik-heute
Volume(Issue): 13
Issue: 7
Page(s): 1
Pages to: 15
Issue Date: 2016
Publisher / Ed. Institution: Prolog
Publisher / Ed. Institution: Immenhausen bei Kassel
ISSN: 2191-754X
Language: German
Subjects: Tagesschule; Soziale Arbeit; Profession; Bildung- und Erziehung; Kooperation
Subject (DDC): 370: Education
Abstract: All-day schools serving children from 8 a.m. to 4 p.m. four times a week are still uncommon in Switzerland. In trying to implement an all-­day school schedule, teachers and social workers are requested to cooperate professionally during the day. A current study looks at the multi-professional cooperation in order to clarify responsibilities and expectations. The results are based on interviews with two teachers and two social workers that were analysed by using hermeneutic sociology of knowledge. It becomes evident that the parental absence is used to legitimate the own profession. Informal learning settings, where the stakeholders need to act and think together beyond their traditional roles and where lines of responsibility are not as well-demarcated as in formal learning settings, the potential for conflict among the stakeholders is the greatest.
An Tagesschulen – in der Schweizer Volksschule erst im Aufbau – wird der gelingenden multiprofessionellen Kooperation zwischen Lehrpersonen und Sozipalpädagogen/innen große Bedeutung zugeschrieben, um den Erziehungs- und Bildungsauftrag qualitativ hochwertig ausführen zu können. Dieser Beitrag geht der Frage nach, welches die handlungsleitenden Motive dieser beiden Professionen zu den jeweiligen pädagogischen Zuständigkeiten sind. Mit der Methodik der hermeneutischen Wissenssoziologie wurden Interviews mit je zwei Lehrerinnen und Sozialpädagoginnen ausgewertet. Die Befunde verweisen auf Mechanismen der Legitimierung beider Professionen, welche auf eine vermeintliche familiale Abwesenheit im erzieherischen Bereich gründet.
All-day schools serving children from 8 a.m. to 4 p.m. four times a week are still uncommon in Switzerland. In trying to implement an all-­day school schedule, teachers and social workers are requested to cooperate professionally during the day. A current study looks at the multi-professional cooperation in order to clarify responsibilities and expectations. The results are based on interviews with two teachers and two social workers that were analysed by using hermeneutic sociology of knowledge. It becomes evident that the parental absence is used to legitimate the own profession. Informal learning settings, where the stakeholders need to act and think together beyond their traditional roles and where lines of responsibility are not as well-demarcated as in formal learning settings, the potential for conflict among the stakeholders is the greatest.
URI: https://digitalcollection.zhaw.ch/handle/11475/1188
Fulltext version: Published version
License (according to publishing contract): Licence according to publishing contract
Departement: Social Work
Organisational Unit: Institute of Childhood, Youth and Family (IKJF)
Published as part of the ZHAW project: Wohlbefinden von Kindern in der Ganztagesbildung
Appears in collections:Publikationen Soziale Arbeit



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