dc.contributor |
Háskóli Íslands |
dc.contributor |
University of Iceland |
dc.contributor.author |
Jóhannsdóttir, Vilborg |
dc.contributor.author |
Bergsveinsdóttir, Berglind |
dc.date.accessioned |
2017-05-05T08:34:02Z |
dc.date.available |
2017-05-05T08:34:02Z |
dc.date.issued |
2015-12-31 |
dc.identifier.citation |
Berglind Bergsveinsdóttir og Vilborg Jóhannsdóttir. (2015). Sérþekking og þróun í starfi: Viðhorf reynslumikilla þroskaþjálfa til nýrra áskorana. Netla – Veftímarit um uppeldi og menntun: Sérrit 2015 – Hlutverk og menntun þroskaþjálfa. Menntavísindasvið Háskóla Íslands. Sótt af http://netla.hi.is/serrit/2015/hlutverk_og_menntun_throskathjalfa/001.pdf |
dc.identifier.issn |
1670-0244 |
dc.identifier.uri |
https://hdl.handle.net/20.500.11815/246 |
dc.description |
Sérrit 2015 - Hlutverk og menntun þroskaþálfa |
dc.description.abstract |
Með hliðsjón af örum breytingum og nýjum kröfum í þjónustu við fatlað fólk
síðustu ár er mikilvægt að fagstétt þroskaþjálfa sé meðvituð um eigin starfsþróun
og þá merkingu sem hún hefur fyrir þá sjálfa sem framsækna fagmenn. Einn liður
í því er að afla gagna og skoða fagstéttina í samhengi við samfélagslega þróun og
nýjar áskoranir í starfi, samanber Samning Sameinuðu þjóðanna um réttindi fatlaðs
fólks, hugmyndafræði mannréttinda um sjálfstætt líf og yfirfærslu á málefnum
fatlaðs fólks frá ríki til sveitarfélaga.
Greinin er byggð á niðurstöðum eigindlegrar rannsóknar þar sem meginmarkmiðið
var að varpa ljósi á kjarnann í sérþekkingu þroskaþjálfa á breytingatímum, skoða
hvaða faglegu tæki þeir eru að nýta í störfum sínum, svo og helstu áskoranir og
sóknarfæri hvað starfsþróun varðar. Fjórði áfanginn í starfsþróunarkenningu
Rønnestads og Skovholts (2013), fagreynslutímabilið (e. the experienced professional
phase), var hafður til hliðsjónar í rannsókninni. Niðurstöður eru byggðar á
viðtölum við níu þroskaþjálfa sem starfa á ýmsum vettvangi.
Samkvæmt niðurstöðum má líta á kjarnann í sérþekkingu þroskaþjálfa út frá þremur
þáttum; þekkingu á málefnum fatlaðs fólks, aðferðum sem þeir styðjast við í
störfum sínum og nálgun þeirra í þjónustu sem einkennist af virðingu fyrir mannréttindum.
Þroskaþjálfar styðjast við ólík fagleg tæki eftir því hvort þeir starfa á
barna- og unglingasviði annars vegar eða fullorðinssviði hins vegar. Sýn þroska-
þjálfa til framtíðar virðist mótast af nýjum áherslum í málefnum fatlaðs fólks auk
þess sem þeir horfa til annarra hópa í samfélaginu þar sem sérþekking þeirra og
hæfni gæti nýst vel. Mikilvægt er að þroskaþjálfar hafi tækifæri og vettvang til að
efla starfsþróun í samræmi við nýjar áherslur á starfsvettvangi. |
dc.description.abstract |
In terms of the frequent changes and demands on the services for people with
disabilities in the last years, it is important for social educators to be aware
of their own professional development and the meaning it has to them as progressive professionals. One component of this awareness is to obtain data and
view the profession in terms of social development and new challenges at
work, that is to say, the UN declaration on the rights of disabled persons, the
ideology of human rights to lead an independent life, and the transfer of the
affairs of disabled persons from the state to the municipalities.
This article is based on the results of a qualitative study where the main
purpose was to provide insight into the essence of social educators’ expertise
in times of change and examine what professional tools they are utilizing in
their work, as well as to look into the profession’s main future opportunities
and challenges. Rønnestad and Skovholt’s (2013) model of professional
development is used as the basis for analysing the results, which is based on
a longitudinal qualitative study on professionals who work as counselors or
therapists, similar to social educators.
The study was qualitative, utilizing open interviews with nine social educators
who work in different work environments. A purposive and maximum variation
sample was used and NVivo 10 software for qualitative analysis of data was
used to analyze the data.
According to the findings, the essence of social educators’ expertise can be
viewed on the basis of three main factors: The essence of their expertise is
based on their knowledge of the history and development of the affairs of disabled
persons, the methods they use in practice and an approach characterized
by respect for human rights. The professional tools social educators use differ,
depending on whether they work with children and youth or adults. The social
educators’ vision of the future is shaped by new emphases in social services
for disabled people; in addition, they look to other groups in society where their
expertise and qualifications could be used.
Social educators have expertise important to society in servicing sensitive
groups, i.e. disabled persons, children, youth and the elderly. In order to use
and develop their professional development in a meaningful way, social
educators must define the expertise and professional tools they possess and
review how they can best meet the needs the society calls for.
Social educators have had to consider different emphases in the affairs of the
disabled people throughout time and be prepared to confront what the field
calls for. Professional development should include the challenge to integrate
and develop their expertise in accordance with the criteria of human rights
approach in services as they appear in the UN declaration on the rights of
disabled persons. |
dc.format.extent |
1-22 |
dc.language.iso |
is |
dc.publisher |
Menntavísindasvið Háskóla Íslands |
dc.relation.ispartofseries |
Netla; |
dc.rights |
info:eu-repo/semantics/openAccess |
dc.subject |
Þroskaþjálfar |
dc.subject |
Starfsþróun |
dc.subject |
Fatlaðir |
dc.title |
Sérþekking og þróun í starfi : viðhorf reyndra þroskaþjálfa til nýrra áskorana |
dc.title.alternative |
Professional knowledge and development : the view of experienced social educators towards new challenges |
dc.type |
info:eu-repo/semantics/article |
dc.description.version |
Ritrýnd grein |
dc.identifier.journal |
Netla |
dc.relation.url |
http://netla.hi.is/serrit/2015/hlutverk_og_menntun_throskathjalfa/001.pdf |
dc.contributor.department |
Íþrótta-, tómstunda- og þroskaþjálfadeild (HÍ) |
dc.contributor.department |
Faculty of Sport, Leisure Studies and Social Education (UI) |
dc.contributor.school |
Menntavísindasvið (HÍ) |
dc.contributor.school |
School of Education (UI) |