Social pedagogy in schools: student teacher attitudes in England and Norway
This study explored the views of student teachers in England and Norway regarding the extent to which they felt the school should take the lead role (in comparison to the roles played by parents and other professional agencies) in addressing the needs of pupils identified by the school
as experiencing a problem. A questionnaire comprising 30 problem areas was developed and distributed to student teachers at two universities in England and at two universities in Norway. A total of 542 student teachers participated in the study. The findings indicated that the ratings by student
teachers in both countries of these problem areas fell broadly into four main groupings (in terms of the strength of feeling that the school should take the lead role): these concerned poor basic core attainment, disaffection, anti-social behaviour, and unhealthy lifestyles, respectively,
except for one very important caveat: concerns regarding bullying received a high rating and were located in the first grouping. These findings are interpreted in the context of whether schools might be ready to adopt a social pedagogical approach to offering targeted support to pupils experiencing
such problems and the implications this may have for inclusive education and initial teacher education.
Keywords: social pedagogy; student teachers
Document Type: Research Article
Affiliations: 1: Education, University of York, York,YO10 5DD, UK 2: Special Education, University of Thessaly, Volos,38221, Greece 3: Social Sciences, University of Stavanger, Stavanger,4036, Norway 4: Humanities and Education,Volda University College, Volda,6101, Norway
Publication date: 01 February 2013
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