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Swiss student-teachers' views of social pedagogy

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JournalPastoral Care in Education
DatePublished - Mar 2011
Issue number1
Volume29
Number of pages9
Pages (from-to)25-33
Original languageEnglish

Abstract

In recent years a number of policy and practice initiatives concerning pastoral care in schools in England have led to schools increasingly being expected to take a leading role in addressing a widening range of concerns regarding the welfare, care and education of children, and in working more closely with parents and other professional agencies in addressing these. This has included a consideration of the notion of ‘social pedagogy’ as widely practiced in mainland Europe. This paper explores the views of student-teachers in Switzerland, a country where social pedagogy is well developed, regarding the role of the school in addressing pupil problems. The findings indicate that these Swiss student-teachers felt schools should take the lead role primarily in areas regarding poor academic progress, bullying, general misbehaviour and disaffection, and less so in areas of a more personal nature for pupils where schools may be less accountable. The findings provide some pointers concerning how Swiss student-teachers would benefit from greater attention being given to considering such pastoral care issues in their training course.

    Research areas

  • social pedagogy, welfare, student-teachers, Switzerland

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