Multiprofessional Cooperation Or Co-existence? How Teachers And Social Workers Differenciate Professional Duties, Interact and Interconnect In All-day Schools.

Author(s):

Patricia Schuler(presenting / submitting)Esther Forrer Kasteel(presenting)

Conference:

ECER 2017

Network:

14. Communities, Families and Schooling in Educational Research

Format:

Paper

Session Information

14 SES 04 B, Professionals' Perceptions and Role in School-community Learning Projects

Paper Session

Time:

2017-08-23

09:00-10:30

Room:

K3.22

Chair:

Joana Lúcio

Contribution

Schools in most of the European countries are managed as all-day schools, while in Switzerland this process is still at its beginning (Allemann-Ghionda, 2003). Urban schools currently undergo an educational change process and transform from traditional lesson learning schedules to all-day schools. Similar to the discussion in Germany the expectations are that all-day schools enrich a child’s day and allow a compatibility for families and their working life (Holtappels, Klieme, Rauschenbach, & Stecher, 2007). However, family based non-formal and informal learning aspects are thus undertaken by the all-day school (Churchill, 2011; Schütz, 2015). Certain responsibilities shift from the family to the public sector (Tyrell, 2007). In all-day schools, teachers and social workers are requested to cooperate professionally during the whole day (Herzog & Schüpbach, 2009). This cooperation is expected to build partnerships in education to strengthen individualized support for the children’s cognitive and behavioral development. Nevertheless, professional responsibilities in all-day schools are not yet clearly established, which is apparent by often negotiations of duties and expectations between teachers and social workers. In trying to implement an all-day school schedule, one of the greatest challenges lies in defining and implementing the program where teachers cooperate with social workers (lunch, homework).

Research about multiprofessional cooperation investigates ways of how to cooperate between professionals in the inclusive or integrated schools. In our paper we present a qualitative approach to explore the multiprofessional cooperation between social workers and teachers in all-day schools including a theoretical background to develop a corresponding framework.

Method

The results used for this presentation are based on four interviews with teachers and social workers in an urban school of a pilot all-day school. The interviews were analysed by using hermeneutic sociology of knowledge (Soeffner, 1989). It sets out to (re)construct the social meaning of interaction. Hermeneutic sociology of knowledge has emerged partly out of the criticism of the ‘metaphysics of structures’ in the objective hermeneutics of Oevermann (cf. Reichertz, 1988), and partly through the debate on the socio-phenomenological research tradition (Schütz, 1972). Teachers and social workers were asked to define their understanding of all-day schooling and the duties they consider their own and the duties which they would like to delegate.

Expected Outcomes

Conclusions, Expected Outcomes or Findings (up to 300 words) We found evidence that even in a new, innovative and multidisciplinary setting, teachers and social workers are confined to their traditional understanding of their responsibilities: teaching versus child-care. We conclude from teachers’ and social workers’ statements that most of their conflicts arise in informal learning settings where they should think and act beyond their traditional roles. The fuzzy assignment of responsibilities in informal learning settings causes highest potential for conflicts between teachers and social workers. These results were related to Herzka’s dialogic paradigm (1989, 1999), allowing to establish a new framework for multiprofessional cooperation in all-day schools.

References

Allemann-Ghionda, C. (2003). Ganztagsschule – ein Blick über den Tellerrand. In: Appel, S., Ludwig, H. & Rother, U. (Hrsg.), Neue Chancen für die Bildung (S. 206-215). Schwalbach, Taunus: Wochenschau-Verlag. Churchill, H. (2011). Parental rights and responsibilities. Analysing Social policy and lived experiencies. Bristol: The policy press. Herzka, H. S. (1989). Die neue Kindheit. Dialogische Entwicklung – autoritätskritische Erziehung. Basel: Schwabe. Herzka, H. S. (1999). Das dialogische Paradigma und seine Anwendung. In: Herzka, H. St., Reukauf, W. & Wintsch, H. (Hrsg.), Dialogik in Psychologie und Medizin. Basel: Schwabe Et Co. AG. Herzog, W. & Schüpbach, M. (2009) (Hrsg.). Pädagogische Ansprüche an Tagesschulen. Bern: Haupt. Holtappels, H.-G., Klieme, E, Rauschenbach, T. & Stecher, L. (2007) (Hrsg.), Ganztagsschule in Deutschland. Ergebnisse der Ausgangserhebung der “Studie zur Entwicklung von Ganztagsschulen“ (StEG) (S. 37 - 50). Weinheim: Juventa.Soeffner, H.-G. (1989). Auslegung des Alltags – Der Alltag der Auslegung. Zur wissenschaftlichen Konzeption einer sozialwissenschaftlichen Hermeneutik. Suhrkamp: Frankfurt am Main. Schütz, A. (1971/1972). Gesammelte Aufsätze. 3. Bd. Den Haag. Schütz, A. (2015). Die soziale Situation beim Mittagessen in der Ganztagsschule. In: Reh, S., Fritzsche, B., Idel, T.-S. & Rabenstein, K. (Hrsg.), Lernkulturen: Rekonstruktion pädagogischer Praktiken an Ganztagsschulen (S. 204-218). Wiesbaden: VS. Reichertz, J. (1988). Verstehende Soziologie ohne Subjekt. Kölner Zeitschrift für Soziologie und Sozialpsychologie, 40:207-222 Soeffner, H.-G. (1989). Auslegung des Alltags. Der Alltag der Auslegung. Suhrkamp, Frankfurt Tyrell, H. (2007). Familie und Schule: zwei Orte der Erziehung. In: Tyrell, H. & Vanderstraeten, R. (Hrsg.), Intention und Funktion. Probleme der Vermittlung psychischer und sozialer Systeme. Wiesbaden: VS.

Author Information

Patricia Schuler (presenting / submitting)

University of Teacher Education Zurich, Switzerland

Esther Forrer Kasteel (presenting)

University of applied sciences of Zurich

Social Work

Forch

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