Advanced

Socialpedagog i den ryska skolan: En kvalitativ studie om socialpedagogernas uppfattningar om sin yrkesroll

Lapshina, Lidiia LU (2015) SOPA63 20142
School of Social Work
Abstract
Social work as an occupation started in Russia at the beginning of the 1990s. Social pedagogue as a profession was created in the school system to provide assistance and guidance for children. As a relatively new, and quite unique occupation in schools, social pedagogues experience some difficulty concerning the ambiguity of their professional role. The purpose of this study was to examine how social pedagogues interpret their role in Russian schools. The study is based on 12 qualitative semi-structured interviews. From the occupational theoretical perspective, the study analyses the definition of the term “occupation”, the process of professionalizing among social workers, and boundary work. The results show that social pedagogues choose... (More)
Social work as an occupation started in Russia at the beginning of the 1990s. Social pedagogue as a profession was created in the school system to provide assistance and guidance for children. As a relatively new, and quite unique occupation in schools, social pedagogues experience some difficulty concerning the ambiguity of their professional role. The purpose of this study was to examine how social pedagogues interpret their role in Russian schools. The study is based on 12 qualitative semi-structured interviews. From the occupational theoretical perspective, the study analyses the definition of the term “occupation”, the process of professionalizing among social workers, and boundary work. The results show that social pedagogues choose certain directions in their practice to better clarify their professional role. The work duties of social pedagogues can be blurry, because they often receive tasks irrelevant to their occupation. Some of them experience feelings of being excluded from teachers. Social pedagogues often feel that the teachers do not recognize the value of their profession. Social pedagogues recognize that among other issues, everyday problems include differing opinions between the teachers and themselves, an excessive amount of paperwork, and a deficit of workings methods, tools and experience. Nonetheless, social pedagogues can influence the decision making process in school. It is also very important for social pedagogues to witness the results of their work in child care. Cooperation with teachers is considered to be a complex factor of the social pedagogue’s practice. Teachers are often uninterested to cooperate with social pedagogues. The study also shows that social pedagogues often cooperate with the school psychologists, and this cooperation, to their opinion, is often productive and practically without conflict. (Less)
Please use this url to cite or link to this publication:
author
Lapshina, Lidiia LU
supervisor
organization
course
SOPA63 20142
year
type
M2 - Bachelor Degree
subject
keywords
social pedagogue, professional role, social workers, school social work.
language
Swedish
id
4935365
date added to LUP
2015-01-16 17:26:21
date last changed
2015-01-16 17:26:21
@misc{4935365,
  abstract     = {Social work as an occupation started in Russia at the beginning of the 1990s. Social pedagogue as a profession was created in the school system to provide assistance and guidance for children. As a relatively new, and quite unique occupation in schools, social pedagogues experience some difficulty concerning the ambiguity of their professional role. The purpose of this study was to examine how social pedagogues interpret their role in Russian schools. The study is based on 12 qualitative semi-structured interviews. From the occupational theoretical perspective, the study analyses the definition of the term “occupation”, the process of professionalizing among social workers, and boundary work. The results show that social pedagogues choose certain directions in their practice to better clarify their professional role. The work duties of social pedagogues can be blurry, because they often receive tasks irrelevant to their occupation. Some of them experience feelings of being excluded from teachers. Social pedagogues often feel that the teachers do not recognize the value of their profession. Social pedagogues recognize that among other issues, everyday problems include differing opinions between the teachers and themselves, an excessive amount of paperwork, and a deficit of workings methods, tools and experience. Nonetheless, social pedagogues can influence the decision making process in school. It is also very important for social pedagogues to witness the results of their work in child care. Cooperation with teachers is considered to be a complex factor of the social pedagogue’s practice. Teachers are often uninterested to cooperate with social pedagogues. The study also shows that social pedagogues often cooperate with the school psychologists, and this cooperation, to their opinion, is often productive and practically without conflict.},
  author       = {Lapshina, Lidiia},
  keyword      = {social pedagogue,professional role,social workers,school social work.},
  language     = {swe},
  note         = {Student Paper},
  title        = {Socialpedagog i den ryska skolan: En kvalitativ studie om socialpedagogernas uppfattningar om sin yrkesroll},
  year         = {2015},
}