December 2014

I have just read three dissertations related to the social educator training programme in Denmark

Andersen, R. (2011). Tavs viden og praktik. En diskussion af Polanyis teori om tavs viden i forhold til praktik i sygeplejeuddannelsen og i pædagoguddannelsen, Forskerskolen i Livslang Læring, Institut for Psykologi og Uddannelsesforskning, Roskilde Universitet

Bøje, J. D. (2010). Differentiering og sortering i pædagoguddannelsen. Et uddannleses- og professionssociologisk studie. Institut for Medier, Erkendelse og Formidling, Københavns Universitet

Olesen, S. G. (2005). Rekruttering og reproduktion - om praktikker og italesættelser i pædagoguddannelsen, Forlaget PUC, CVU Midt-Vest.

Olesen's work is based on Bourdieu's theoretical and methodical framework. Through a combination of a quantitative and a qualitative approach Olesen analyses the recruitment process and how the education system reproduces the foundation of its own existence.
In the qualitative part of the thesis, it provides us with an open window to the classroom strategies of both students and teachers.

Bøje also looks into the classroom - drawing especially on Bernsteins educational sociological theory. Classroom observations and observations of examinations are sources to the empiri. In the dissertation, Bøje concludes that the students' reproduction of either a male or a female gendered restricted code determines the students' position within the educational programme. Furthermore, Bøje's findings show certain tencencies towards professionalization and academization within the programme and the work of pedagogues.

Andersen focuses on the internship of the programme and compares the vocational training with the programme for nurses. Andersen's work is based on a qualitative approach combing observation and interviews. Polanyi provides the theoretical framework.

All three dissertations give illustrative and important knowledge to the development of the programme.