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<p>The field of all-day schools is not only open to educational professionals, but also to people who do not have a&#xa0;relevant pedagogical qualification in the form of a&#xa0;formal vocational or academic degree at the time of recruitment. The latter do not have a&#xa0;certified <i>pedagogical licence</i>, but do carry out paid pedagogical work in all-day education. In the all-day discourse, their pedagogical significance is primarily seen in their contribution to opening up schools to the life world of the pupils. Research focussing on multi-professionalism in all-day education has so far lacked detailed studies on this category of staff. This article addresses this desideratum and reports the results of a&#xa0;comparative mixed-methods study that focuses on the question of <i>institutional integration</i> and <i>the positioning of unlicensed educators</i> in all-day schools. Following the theory of social worlds, the thesis is discussed that pedagogically unqualified staff only have an <i>implicit agency</i> and are integrated into all-day education in a&#xa0;generally precarious way.</p>

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Pädagog:innen ohne Lizenz im Ganztag. Explorative Analysen zur institutionellen Einbindung und Positionierung von nicht formal qualifiziertem Personal in Ganztagsschulen

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年7月14日

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  • Franziska Bock,
  • Laurin Bremerich,
  • Gunther Graßhoff,
  • Till-Sebastian Idel,
  • Daniel Rohde,
  • Markus N. Sauerwein

摘要

The field of all-day schools is not only open to educational professionals, but also to people who do not have a relevant pedagogical qualification in the form of a formal vocational or academic degree at the time of recruitment. The latter do not have a certified pedagogical licence, but do carry out paid pedagogical work in all-day education. In the all-day discourse, their pedagogical significance is primarily seen in their contribution to opening up schools to the life world of the pupils. Research focussing on multi-professionalism in all-day education has so far lacked detailed studies on this category of staff. This article addresses this desideratum and reports the results of a comparative mixed-methods study that focuses on the question of institutional integration and the positioning of unlicensed educators in all-day schools. Following the theory of social worlds, the thesis is discussed that pedagogically unqualified staff only have an implicit agency and are integrated into all-day education in a generally precarious way.