Social Pedagogy and Counseling Graduates in the Process of Learning Professional Role
Author(s):
Martina Kánská (presenting / submitting)
Conference:
ECER 2012
Network:
21. Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)
Format:
Paper

Session Information

ERG SES F 08, Graduate employment

Parallel paper session

Time:
2012-09-18
09:00-10:30
Room:
FCEE - Aula 2.8
Chair:
Palle Rasmussen

Contribution

The social pedagogy and counceling field of study itself does not have outlet in the profession of social pedagogue. However, graduates assert in various types of non-profit organisation. Here they gain their first professional role. I presume, in accordance with Vágnerová (2008) and Řezáč (1998), that when gaining such important social role, graduates are not very well prepared to perform their role properly. We can say that at the moment of acquisition the professional role, learning process begins. I assume that the graduates have to cope with adaptive shock (Farková, 2009, Vágnerová, 2008) and have to develop various strategies of learning the professional role. In connection I ask the research question: How graduates percept the process of learning the professional role in the initial phase of a career start? The concept of career start I view in accordace with Nový (1989). This author describe the career start as a part of young adulthood. The goal of a qualitative research is to describe the process of learning the professional role of Social pedagogy and counseling graduates in the initial phase of career start.

Method

I chose the qualitative research investigation because I consider the process of learning the professional role as a theme for qualitative research. We do not know much information about the learning process and how the graduates learn in the educational reality (working place) that is different from school environment. I conducted 10 semi-structured interviews with 5 young- adult women that graduated from the Social pedagogy and counseling field of study. This means that I had 2 interviews with each of them. Firstly I made framework analysis due to Ritchie a Spencer (1994 in Hendl, 2008) and then I continued with the process of data coding and categorization (Švaříček a Šeďová, 2007). Within the process of data analysis I also tried to increase my theoretical sensitivity through studying other expert sources (Strauss a Corbinová, 1999) with the impact on the research topic.

Expected Outcomes

I found 5 important cathegories: learning strategies of graduates connected with creating the individual specific definition of professional role, demands of professional role, feelings and reactions connected with adaptive shock, support and barriers to learning process, non-profit organization as a specific subject in the process of learning professional role. I described these cathegories and gave the responces to established research guestion. I found out that each graduate has her own specific strategy of learning that is dependent on her own definition of professional role. This definition is changing due to the effects of non-profit organization and its environment. After suffering adaptive shock, graduates are trying to transform their strategies due to the demands of professional role itself and the concrete non-profit organisation. I aso expect the answer to the question, how the graduates learn and what is the positive support in their learning process. One of the expected conclusion is that the non-profit organisation resemble, based on the description of Nakonečný (2005), so called learning organisation with cooperative characteristics.

References

FARKOVÁ, M. Dospělost a její variabilita. Vyd. 1. Praha: Grada, 2009. 136 s. ISBN 978-80-247-2480-5 HENDL, J. Kvalitativní výzkum. Základní teorie, metody a aplikace. 2. přep.a aktualiz. vyd. Praha: Portál, 2008. 408 s. ISBN 978-80-7367-485-4 NAKONEČNÝ, M. Sociální psychologie organizace. Vyd. 1. Praha: Grada Publishing, 2005. 225 s. ISBN 80-247-0577-X NOVÝ, L. Životní dráha jako sociologický problém. Brno: Univerzita J.E.Purkyně, 1989. 150 s. ISBN 80-210-0187-9 PRŮCHA, J. (ed.) Pedagogická encyklopedie. Vyd. 1. Praha: Portál, 2009. 936 s. ISBN 978-80-7367-546-2 PRŮCHA, J.; WALTEROVÁ, E.; MAREŠ, J. Pedagogický slovník. 6. aktualiz. a rozš. vyd. Praha: Portál, 2009. 400 s. ISBN 978-80-7367-647-6 ŘÍČAN, P. Cesta životem. Vyd. 2. Praha: Portál, 2006. 390 s. ISBN 80-7367-124-7 STRAUSS, A.; CORBINOVÁ, J. Základy kvalitativního výzkumu. Vyd. 1. Boskovice: Albert, 1999. 196 s. ISBN 80-85834-60-X ŠVAŘÍČEK, R.; ŠEĎOVÁ, K a kol. Kvalitativní výzkum v pedagogických vědách. Vyd. 1. Praha: Portál, 2007. 384 s. ISBN 978-80-7367-313-0 VÁGNEROVÁ, M. Základy psychologie. Praha: Karolinum, 2004. Vyd. 1. 356 s. ISBN 80-246-0841-3 VÁGNEROVÁ, M. Vývojová psychologie II. Dospělost a stáří. Dotisk 1. vyd. Praha: Karolinum, 2008. 461 s. ISBN 978-80-246-1318-5

Author Information

Martina Kánská (presenting / submitting)
The Department of Educational Sciences, Faculty of Arts, Masaryk University
Brno

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