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ID: <

http://hdl.handle.net/20.500.12162/3989

>

·

DOI: <

10.6018/educatio.413121

>

Where these data come from
Socio-educational policies and interprofesional collaboration: between tensions and new professional structures

Abstract

introduction: This article deals with the emergence of socio-educational work at school level to prevent early school leaving in Switzerland (canton of Vaud). The term “socio-educational” applies together to a number of recent problematic situations, new appropriate devices or professionals designated to respond to them and also a new way of designating some of their activities. Method: Seven Focus Groups associating different professional collaborators and then teachers were organised. They have made it possible to investigate their representations of socio-educational work, to understand the challenges identified and to identify certain conditions for the resources and strategies mobilised to support pupils in difficulty. Each integral transcript was subject to a thematic analysis carried out by two researchers. Results: The results show that the term “socio-educational” can be used to designate different policy areas considering each of them as belonging both to the tasks of teachers and to other professional skills. Socio-educational work is representative of the inter-professional relationship as it represents a field of activity to which the whole educational community contributes.

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