Publication: Medidas socioeducativas y
colaboración interprofesional:
entre tensiones y nuevas
estructuras profesionales
Authors
Blaya, Catherine ; Allenbach, Marco ; Angelucci, Valérie ; Rebetez, Frédérique
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Publisher
Universidad de Murcia. Servicio de Publicaciones
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DOI
http://dx.doi.org/10.6018/educatio.413121
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info:eu-repo/semantics/article
Description
Abstract
Introducción: este artículo trata de la
aparición del trabajo socioeducativo en
el ámbito escolar para prevenir el abandono
escolar en Suiza (cantón2 de Vaud).
El término «socioeducativo» se aplica
conjuntamente a una serie de situaciones
problemáticas recientes, nuevos dispositivos
o profesionales adecuados designados
para responder a ellas y, también una
nueva manera de nombrar algunas de sus
actividades. Método: siete Focusgroups
que asocian diferentes colaboradores
profesionales y luego docentes fueron organizados han permitido investigar sus
representaciones del trabajo socioeducativo,
comprender los desafíos establecidos
e identificar algunas condiciones para
que los recursos y estrategias movilizados
contribuyan al apoyo de los alumnos en
dificultad. Cada transcripción integral fue
objeto de un análisis temático llevado a
cabo por dos investigadores. Resultados:
los resultados muestran que el término
“socioeducativo” se puede utilizar para designar
diversos ámbitos de actuación considerando
cada uno de ellos como perteneciente,
tanto a las tareas de los docentes,
como a otras competencias profesionales.
El trabajo socioeducativo aparece como
representativo de la relación interprofesional
ya que supone un campo de actividad
al que contribuye el conjunto de la comunidad
educativa.
Introduction: this article aims to investigate the emergence of socio-educational work in the school context in order to prevent early school leaving in Switzerland (Canton of Vaud). The term “socioeducational” is used jointly to refer to problematic situations and resources or professionals devoted to addressing such situations. Finally, the term is also used to refer to certain activities beyond teaching. Method: seven focus groups including specific professionals and teachers were surveyed (i) to conceptualize their repre sentations of socio-educational work; (ii) to define perceived challenges; and (iii) to identify conditions which foster the support of disadvantaged children. Findings: the results show that the term “socio-educational” can be used to designate various types of activities which, sometimes, are related to teaching and, some other times, to other professional skills. Socio-educational work seems to represent interprofessional relationships in that it involves the whole educational community.
Introduction: this article aims to investigate the emergence of socio-educational work in the school context in order to prevent early school leaving in Switzerland (Canton of Vaud). The term “socioeducational” is used jointly to refer to problematic situations and resources or professionals devoted to addressing such situations. Finally, the term is also used to refer to certain activities beyond teaching. Method: seven focus groups including specific professionals and teachers were surveyed (i) to conceptualize their repre sentations of socio-educational work; (ii) to define perceived challenges; and (iii) to identify conditions which foster the support of disadvantaged children. Findings: the results show that the term “socio-educational” can be used to designate various types of activities which, sometimes, are related to teaching and, some other times, to other professional skills. Socio-educational work seems to represent interprofessional relationships in that it involves the whole educational community.
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Citation
Socio-educational policies and interprofesional
collaboration: between tensions and new
professional structures
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