Pedagogical Relation and Vulnerable Groups.
Author(s):
Elena Giménez Urraco (presenting / submitting)
Conference:
ECER 2012
Network:
21. Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)
Format:
Paper

Session Information

ERG SES F 01, Inclusive Education

Parallel paper session

Time:
2012-09-18
09:00-10:30
Room:
FCEE - Aula 2.1
Chair:

Contribution

Taking pedagogy as basic training, and research and teaching as a profession, we talk about public education as an inalienable right of all people.

And, from this starting point, we consider qualitative research in education as the most suitable in order to achieve this right for everyone, this is, in order to make it reachable for all, to make it real. In the current economic crisis at National and European level, research is being affected by the so-called cuts, like any industry; furthermore we may appreciate that qualitative research is the one wich is taken greatest risk, being the kind of research the most expensive, not only in an economical way. However, this qualitative methodology is the one that allow us to access knowledge on interests, motivations, desires, perceptions, expectations of vulnerable groups. Thus, the aim of our study is to see what possibilities are beyond the rights for young people leaving compulsory education prematurely, or who do not meet the targets set for that stage.

To speak of education as we do in this research is to look at early school leaving and school failure of young people in compulsory education stage. This group, in all likelihood, intends to (or need) to enter the job market immediately, allowing us to link education with work. Various vocational training programs are addressed to these young people, who are among the groups in a situation of 'vulnerability'. And they will experience the transition inside companies engaged in employability. These programs, though different, can be grouped as far as European level is known as the Second Chance School.

What interests us is how transmission occurs and the acquisition of knowledge in both foraml trainings (the secondary and the vocational). What are the successful practices that make the young people who reject school, admit and consider the transition to work: professional qualifications.

Method

In a school in a suburb of preferred stock, with high rates of absenteeism, dropout and failure rates and training offered by ESO and Initial Vocational Training Program, we conducted direct observation of the classroom to watch the language it is used in order to address youngs, the use of the space, the 'courtesy' in the classroom, who makes classroom rules in fact and how teachers and students talk and look. Through in-depth interviews with teachers and students of Secondary Education and Initial Vocational Training Program, we study how different teachers are located, what are their teaching style, whether the choice of style has become a deliberate or accidental. And what makes the students learn, attend, acquire skills, enjoy their training. We conducted interviews with other professionals involved with these youth and non-educational community school. We interviewed teacher who teach basic education (Lenguage and Mathmatics) in the first and second year of secondary school, where there is the highest rate of school leaving and failure. They are 6 teachers of both courses, which provide basic training and develop tutoring and academic support. In-depth interviews were also conducted with the intention of comparing the pedagogical relationships established in both routes.

Expected Outcomes

Our results point at to say that a pedagogical relationship enabler, transformer, is a tool for change. We believe that there is a special dimension in teachers serving young people from early school leaving and school failure. And they have particular expectations, interests, needs, aptitudes and attitudes. Both parties are stakeholders and to ensure that the relationship is satisfactory. Success in this deal makes these programs attractive spaces for those who move from school to work.

References

BERNSTEIN (1997): La estructura del discurso pedagógico. Madrid, Morata. CONELL (1997). Escuelas y justicia social. Madrid, Morata. DEWEY (1964): Experiencia y educación. Buenos Aires, Losada. ESCUDERO (1999): La calidad de la educación. San Cristóbal, ULA. FREIRE (1997): A la sombra de este árbol. Barcelona, El Roure. FREIRE (1994): Cartas a quien pretende enseñar. México, Siglo XXI. GIROUX y FREIRE (1992). Teoría y resistencia en educación. México, S. XXI. JACKSON (1998). La vida en las aulas. Madrid, Morata. JOYCE, B. y WEIL, M. (1985): Modelos de enseñanza. Madrid, Anaya. MANEN (1998): El tacto en la enseñanza. Barcelona, Paidós.

Author Information

Elena Giménez Urraco (presenting / submitting)
University of Valencia
Didàctica i Organització Escolar
Valencia

Update Modus of this Database

The current conference programme can be browsed in the conference management system (conftool) and, closer to the conference, in the conference app.
This database will be updated with the conference data after ECER. 

Search the ECER Programme

  • Search for keywords and phrases in "Text Search"
  • Restrict in which part of the abstracts to search in "Where to search"
  • Search for authors and in the respective field.
  • For planning your conference attendance, please use the conference app, which will be issued some weeks before the conference and the conference agenda provided in conftool.
  • If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.