Zwei ungleiche Professionen?

Breuer, Anne; Reh, Sabine

doi:10.1007/s12592-010-0043-x

Cited by 29 publications

(2 citation statements)

References 14 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Professionals in schools are classroom and special education teachers, extracurricular activities teachers, social workers and other staff members (Fischer, Klieme, Holtappels, Stecher, & Rauschenbach, 2013). Cooperation between classroom teachers and extracurricular activities teachers, social workers and other staff members presumes a strong partnership in order to strengthen individualized support for the cognitive and social development of children (Breuer & Reh, 2010;Speck et al, 2011).…”

Section: Multi-professional Cooperation In Educationmentioning

confidence: 99%

Teaching in Different Spaces – How Professionals Work Together in All-Day Schools in Switzerland and in Leisure Time Centres in Sweden

Braunschweig

Elvstrand

Kappler

et al. 2019

Extended Education From an International Comparative Point of View

View full text Add to dashboard Cite

Professionals in all-day schools and in leisure time centres strive to purposefully extend the curriculum in the classroom with extracurricular activities. Extracurricular activities are more or less organized activities outside of the traditional teaching lessons during a regular school day and include supervised games, free play, and structured lessons organized before and after lunchtime. These activities are held at the school building. Such activities are added to children's school days, making them more integrated to maximize social and cognitive learning for students and to enhance educational development. Education at school is extended in time and space, taught by professionals. The multi-professional cooperation among classroom teachers and extracurricular activities teachers is seen as powerful but can be rife with tension as professional boundaries are crossed. Data from interviews with classroom teachers and extracurricular activities teachers focusing on the meaning of extended education in newly organized all-day schools in urban Switzerland (n=32) and in Sweden (n=18) is analyzed using Grounded Theory Methods and viewed as a field for negotiating professional responsibilities. Despite different traditions in all day schooling, a lack of understanding of the other profession is a hindering factor for a symmetrical professional cooperation in both countries.

show abstract

Section: Multi-professional Cooperation In Educationmentioning

confidence: 99%

Teaching in Different Spaces – How Professionals Work Together in All-Day Schools in Switzerland and in Leisure Time Centres in Sweden

Braunschweig

Elvstrand

Kappler

et al. 2019

Extended Education From an International Comparative Point of View

View full text Add to dashboard Cite

show abstract

“…The notion of a "professional culture" is not only directed towards individual improvement of staff members' competences, but also toward jointly and collaboratively designing a mutual practice within an institution where professional exchange and reflection may take place. From a multi-professional perspective, collaboration between ASP staff and teachers is influenced by their respective professional background and socialization (Breuer & Reh, 2010;Maag Merki, 2015;Speck, Olk, & Stimpel, 2011).…”

Section: Introductionmentioning

confidence: 99%

Pursuing a Common Goal: How School Principals and After-school Directors Perceive Professional Culture of Collaboration

Jutzi¹,

Schuepbach²,

Frei³

et al. 2016

IJREE

View full text Add to dashboard Cite

Using quantitative data from school principals (SPs) and after-school program directors (ASDs) in 37 primary schools and after-school programs (ASPs) in Switzerland, this study examines the Perceived Professional Culture of Collaboration (PPCoC) as an aspect of school culture and professionalism of educational staff. The group comparisons confirm that the ASDs and SPs significantly differ on how they rate the PPCoC, even if they belong to the same school context. However, this study did not find significant group differences on the goals which the two leaders associate with the development of the ASP. Regression analyses indicate that having written guidelines focused on collaboration is the strongest predictor of a positive rating of the PPCoC for both leaders. PPCoC ratings for ASDs were additionally linked to their individual goals towards ASPs. Finally, this study points out that organizational attributes and individual goals are connected to the development of a shared attitude towards collaboration (PPCoC) as an important aspect of the quantity and quality of ASP development, as a means to define the goals and professionalize ASP practice.

show abstract

Geschichte, Gegenwart und Perspektiven der Ganztagsschule

Coelen¹,

Dollinger²

2012

Handbuch Bildungs- Und Erziehungssoziologie

View full text Add to dashboard Cite

Zwei ungleiche Professionen?

Cited by 29 publications

References 14 publications

Teaching in Different Spaces – How Professionals Work Together in All-Day Schools in Switzerland and in Leisure Time Centres in Sweden

Teaching in Different Spaces – How Professionals Work Together in All-Day Schools in Switzerland and in Leisure Time Centres in Sweden

Pursuing a Common Goal: How School Principals and After-school Directors Perceive Professional Culture of Collaboration

Geschichte, Gegenwart und Perspektiven der Ganztagsschule

Contact Info

Product

Resources

About