|Publication type:||Conference other|
|Type of review:||Not specified|
|Title:||Sustainability through multi-professional cooperation in all-day schools from the perspective of social workers|
|Conference details:||3rd WERA-IRN Extended Education Conference "Extended Education - Towards a Sustainable Future", Reykjavik (online), 23.-25. September 2021|
|Subjects:||Tagesschule; Kooperation; Cooperation; All-day school|
|Subject (DDC):||371: Schools and their activities|
|Abstract:||In recent years, Switzerland has strongly promoted the expansion of extra-curricular care. Zurich is the first city to plan a gradual and successive introduction of All-Day Schools (Chiapparini, Schuler Braunschweig & Kappler, 2016). As a result of the introduction, All-Day Schools are shifting from mono-professional to multi-professional organizations (Idel & Schütz, 2018). Prior to All-Day Schools, most responsibilities were well defined and exclusive. The change in educational policy has softened the boundaries of these responsibilities and led to the introduction of room for exchange and sharing of roles in school lessons or extracurricular activities (Kunze & Silkenbeumer, 2018). Cooperation is a key factor in quality improvement and the successful interlinking of teaching and extracurricular activities (ebd.). According to Breuer (2015), there are three forms of cooperation with different goals as assistance, increase the participation of all participants and a critical exhance with the aims to increase quality. In this presentation, we address the findings of the research project "AusTEr - Negotiation Processes in All-Day Schools in Zurich”. Qualitative interviews with narrative passages (Schütze, 1983) were conducted with social workers and teachers and evaluated according to the Grounded Theory (Strauss, 1990). The results indicate that by expanding All-Day Schools, cooperation settings have been structurally created and more cooperation is taking place. Although the perspectives of social workers and teachers reveal the striking frequency of pragmatic goals, it is also possible to identify forms of cooperation which should allow for a critical exchange and contribute to an increase in quality.|
|Fulltext version:||Published version|
|License (according to publishing contract):||Licence according to publishing contract|
|Organisational Unit:||Institute of Childhood, Youth and Family (IKJF)|
|Published as part of the ZHAW project:||AusTEr – Pädagogische Zuständigkeiten in Tagesschulen|
|Appears in collections:||Publikationen Soziale Arbeit|
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