scholarly journals Social pedagogy, social education and social work in Spain: Convergent paths

2021 ◽  
Vol 10 (1) ◽  
Author(s):  
Xavier Úcar
Keyword(s):  
Social Work ◽  
Professional Practice ◽  
Descriptive Analysis ◽  
Social Education ◽  
Initial Training ◽  
Professional Affiliation ◽  
Social Pedagogy ◽  
Educational Relationships ◽  
The Relationship ◽  
Professional Intervention

The rise of social pedagogy in recent years has led to a revival of discourses and practices in the fields of social work and pedagogy. Both fields have seen a renewed way of interpreting social and educational relationships and professional practice. This, in turn, has resulted in ongoing analysis and debate regarding the academic and professional affiliation of social pedagogy in recent decades. The aim of this article is to provide an outline of how these disciplines and practices have evolved in Spain. This study adopts a comparative perspective to present a descriptive analysis of the history, training and areas of professional intervention of social pedagogy, social education and social work. The first section discusses the complexity of the relationships between them. In the following two sections, the historical evolution of these disciplines is analysed, highlighting their fundamental milestones. This is followed by a comparison of their respective professional profiles and initial training. The next section then reveals shared professional intervention areas and those that are specific to each professional practice. By way of conclusion, a critical reflection is provided on the way in which the relationship between social pedagogy and social work is usually approached, and also the positioning of the relationship between these disciplines and practices.

scholarly journals Social education and social work in Japan: from an education welfare theory perspective

2021 ◽  
Vol 10 (1) ◽  
Author(s):  
Yaka Matsuda
Keyword(s):  
Social Work ◽  
Social Welfare ◽  
Historical Development ◽  
Second World War ◽  
Social Education ◽  
World War ◽  
Social Pedagogy ◽  
The Relationship ◽  
Second World ◽  
Welfare Theory

This article aims to consider the position of social pedagogy in Japan in the relationship between social education and social work, by focusing on the historical development of the two. In Japan, the term social pedagogy is not as well known as it is in European countries. The term of social education is used to cover the combination of ‘social’ and ‘education/pedagogy’. Historically, social pedagogy was influenced by Japanese social education at the beginning of the 1900s, and more recently, interest in social pedagogy is increasing, with attention from some Japanese researchers in the fields of both social education and social work/social welfare. In Japan, after the Second World War, social education and social work came to be entirely separate areas due to the establishment of social education and social welfare systems. In this article the different institutional positions of modern-day social education and social work/social welfare are first clarified. Their historical development is then explored by delving into the literature that discusses how the two first diverged. Finally, how social pedagogy is positioned in the relationship between social education and social work/social welfare is considered. This will deepen the understanding of the issue from the viewpoint of education welfare theory as the research framework, a theory of Toshio Ogawa, one of the leading figures in Japanese social education research.

The emerging concepts of participation and belonging in social pedagogy

2020 ◽  
Vol 13 (1) ◽  
pp. 9-33
Author(s):  
Martin Molin
Keyword(s):  
Social Work ◽  
Social Networking ◽  
Professional Practice ◽  
Sense Of Belonging ◽  
Working Life ◽  
Institutional Practice ◽  
Social Pedagogy ◽  
The Social ◽  
Categorical Group ◽  
Disability Research

During the last few decades, the concepts of participation and belonging has frequently been used within the social welfare field in general, and within the field of disability research specifically. Additionally, in Scandinavia the concept of participation has become increasingly used in social work and social pedagogy programmes at universities. However, there’s rather little known about how participation can be understood and related to social pedagogy, since the concept has a broad range of meanings, e.g. a sense of belonging. This paper aims to identify and discuss understandings of participation and belonging with relevance for social work and social pedagogy. Empirical illustrations have been gathered with ethnographical methods and analysed in accordance with an interpretive tradition. It is argued that the concept of participation can be attributed to different meanings in different ideological, theoretical, and institutional practice contexts (e.g. schools that offer special needs programmes, the transition to working life, online social networking). Consequently, it’s a challenge to provide adequate definitions of the concept. The inference drawn is that the aspect of belonging as it relates to social participation can be attributed to its particular importance for social pedagogy. An implication for professional practice is the need to pay attention to alternative identifications that are not based on notions of a stable, constant sense of belonging to a categorical group.

Social work in the face of emerging technologies: A technological acceptance study in 13 countries

2021 ◽  
pp. 002087282110416
Author(s):  
Evaristo Barrera-Algarín ◽  
José Luís Sarasola-Sánchez-Serrano ◽  
Alberto Sarasola-Fernández
Keyword(s):  
Social Work ◽  
Technology Acceptance ◽  
Social Workers ◽  
Professional Practice ◽  
Technological Advances ◽  
The Face ◽  
Clear Identification ◽  
Acceptance Model ◽  
High Degree ◽  
The Relationship

Significant technological advances have taken place in recent years, especially in ICT, which are rapidly transforming the different professions, including social work. We want to verify the degree of technological acceptance of social workers at the international level and how the relationship between professional practice and the use of new technological possibilities is established. For this purpose we applied a specialized questionnaire and Technology Acceptance Model (TAM) scale, to 1144 social workers from 13 countries. A high degree of technological acceptance is detected; a clear identification between professional practice, the use of technological advances, and their connection with NASW standards.

Initial teaching training by homology in PIBID: experiential learning from professional practice

2020 ◽  
Vol 1 (1) ◽  
pp. 11638
Author(s):  
Fabrício Oliveira da Silva ◽  
Ingrid A Silva Alves ◽  
Lecia Carneiro de Oliveira
Keyword(s):  
Undergraduate Students ◽  
Professional Practice ◽  
Information Collection ◽  
Initial Training ◽  
Central Elements ◽  
Analytical Perspective ◽  
Biographical Approach ◽  
Teaching Learning ◽  
The Relationship ◽  
Conditions Of Learning

In this article we discuss homology learning that teachers in initial training, participating in the Institutional Program for Teaching Initiation Scholarships - PIBID, achieve in the relationship they establish with teachers of the basic school. The central objective aimed to understand homological learning in the process of teacher education for undergraduate students in Pedagogy, considering the insertion in the school routine, in which educational experiences are learned and apprehended through the process of relating to the other. As a theoretical framework for carrying out the work, we anchor the analytical perspective from the contributions of Silva (2016), Silva (2017), Nóvoa (2002), Tardif (2003), among others. The study is affiliated with the (auto) biographical approach, in which narratives are central elements for understanding what is lived and learned. We use narrative interviews with information collection devices. The results indicate that the licensee who experiences educational practices in school daily life, while participating in PIBID, has the possibility of generating teaching learning, revealing knowledge about his personal / professional development. It is also evident the production of knowledge that emerges from the experience, from the very insertion of the student in the school routine, in which the relationship that the teacher in initial training establishes with teachers in service generates conditions of learning through homology.

scholarly journals It really does depend: Towards an epistemology (and ontology) for everyday social pedagogical practice

2020 ◽  
Vol 9 (1) ◽  
Author(s):  
Mark K. Smith
Keyword(s):  
Social Work ◽  
Professional Practice ◽  
Practical Reasoning ◽  
Pedagogical Knowledge ◽  
Theory And Practice ◽  
Evidence Based ◽  
Pedagogical Practice ◽  
Direct Mapping ◽  
The Uk ◽  
The Relationship

Understandings of knowledge in social work, in the UK at least, are based on an assumption that theory – increasingly derived from ‘scientific’ or ‘evidence-based’ perspectives – can be abstracted and applied to practice. Essentially, knowledge acquisition and utilisation are seen as transactional, instrumental endeavours. Such a view does not fit with the realities of everyday social pedagogical practice. This article begins to develop an alternative conception of social work/social pedagogical knowledge from an Aristotelean position, within which the relationship between theory and practice happens in the domain of praxis ; this is not a direct mapping of theory onto practice but operates in a constant dialectic within which one informs and indeed collapses into the other. Effective praxis requires Aristotle’s intellectual virtue of phronesis (practical reasoning or judgement). Phronesis understands practice within its wider moral purpose and foregrounds the virtues and dispositions of practitioners rather than a set of rules. Knowing and being (epistemology and ontology) therefore come together in how practitioners engage in everyday practice. This proposition challenges dominant technical and instrumental conceptions of knowledge and, more generally, of the way in which professional practice is currently understood.

scholarly journals Wsparcie dziecka przewlekle chorego i jego rodziny

2016 ◽  
pp. 103-126
Author(s):  
Jadwiga Szymaniak
Keyword(s):  
Social Work ◽  
Teaching Method ◽  
Inner Experiences ◽  
Social Pedagogy ◽  
Teaching Content ◽  
The Social ◽  
Teaching Support ◽  
Spiritual Self ◽  
The Individual ◽  
The Relationship

The support concept is trying to embrace common elements of upbringing and education. The relationship between the supporting person and supported person is explored by the anthropology. It emphasizes a strong “spiritual self ” and the inner experiences of the individual. However, there is lack of sufficient documentation of the best contemporary practices in this field. The support term the most common occurs in social pedagogy. Today, it is sup-ported by the social work at school and pedagogical therapy. Teaching support becomes a teaching method – emphasizes comparative pedagogy. The peda-gogy of creativity indicates that creative interests and intellectual curiosity of an ill child can be developed by a teaching content. The original ideas can always come to mind, even in disease.

Relationship between social education professionals with different levels of education working in institutions for persons with disabilities

2020 ◽  
pp. 146801732097993
Author(s):  
Alida Gulfi ◽  
Valérie Perriard
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Division Of Labour ◽  
Social Education ◽  
Persons With Disabilities ◽  
Education Professionals ◽  
Educational Assistants ◽  
Work Education ◽  
The Relationship ◽  
Different Levels

Context Over the past 20 years, the Swiss social work education system has undergone profound transformations, including a multiplication of education levels. In the field of social education, there are now three different levels of diplomas: socio-educational assistant with a Federal Diploma of Vocational Education and Training (SEA), social educator with an Advanced Federal Diploma of Higher Education (SEH) and social educator with a Bachelor’s degree (SEU). This article investigates the relationship between social education professionals with different levels of diplomas working in institutions for persons with disabilities in French-speaking Switzerland. Fourty-six semi-structured interviews were conducted with employers and professionals regarding the recruitment practices, the division of labour and the collaboration among professionals. Findings Our study highlighted a balanced distribution between SEA socio-educational assistants, SEH social educators and SEU social educators within institutions. Two modalities of division of labour were also observed: ‘assimilation’ that makes no differences at a formal level between social education professionals and ‘differentiation’ that involves a distinction between SEA socio-educational assistants and SEH/SEU social educators. Finally, participants underlined a good collaboration between these professionals. Applications Both assimilation and differentiation revealed at first sight a divergence between the introduction of three levels in the Swiss social work education system and the reality of the division of labour and the collaboration between SEA socio-educational assistants, SEH social educators and SEU social educators in institutions for persons with disabilities. Considering the recent reforms of social work education as well as the economic and political uncertainties surrounding social institutions in the field of disability, further research is required to examine how the relationship between the three professional profiles evolves.

scholarly journals The competence and Professional practice of supervisor in Latvia : the results of pilotsurvey

2015 ◽  
Vol 1 ◽  
pp. 192
Author(s):  
Kristīne Mārtinsone ◽  
Sandra Mihailova ◽  
Ivans Jānis Mihailovs
Keyword(s):  
Social Work ◽  
Professional Practice ◽  
Civil Service ◽  
Legal Framework ◽  
Current Situation ◽  
Supervision System ◽  
The Relationship

<p>Supervision today is gradually becoming a component or compulsory part of professional practice un studies, especially in areas where the focus is a person, psychology, art-therapies, social work, psychoterapy, as well as civil service, pedagogy etc.Supervision is process, where is being reflected on the challenges facing both the client or patient and of the relationship that occurs between staff and clients or patients, both for the specialist are able to comply with the requirements of professional, ethical, as well as the difficulties in dealing with clients patients.Aim of the paper is to present the results of pilot stud (survey)y, how supervision of our country (Latvia) understand the various professions and how supervision in our country is being implemented supervision’s practice in various professional fields.The article highlights the issue of supervisor education problems in Latvia, analyzing the current situation and the legal framework, which is a prerequisite for quality supervision system in the country.</p><p> </p>

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