Formålet (syftet) med undersøgelsen er at fokusere på holdninger blandt studerende, tidligere studerende og juraundervisere på Socialrådgiveruddannelserne i København på undervisning og vejledning i jura. Uddannelsen til socialrådgiver (socionom) i Danmark tager afsæt i en række forskellige fag – psykologi, faget socialt arbejde, samfundsvidenskab og jura. Uddannelsen afsluttes med et bachelorprojekt på 7. semester hvor de studerende kan skrive opgave med vejledning fra to af fagområderne, en af vejlederne skal være fagområdet socialt arbejde. Meget få vælger at lade jura indgå i denne proces. Med afsæt i en fagdidaktisk analyse af jura som fag belyses ligheder og forskelle med andre fag i en videnskabsteoretisk kontekst. Metodisk tages der afsæt i dels en spørgeskemaundersøgelse af nuværende studerende på 6. semester, dels en spørgeskemaundersøgelse med tidligere studerende, der har haft vejledning med jurister mens de skrev deres bachelorprojekt og endelig interview med undervisere på uddannelsen. Ud fra dette belyses en række holdninger til dels vejledning og dels undervisning. Opgaven perspektiveres ved at reflektere over hvorvidt juraens særegne epistomologiske og ontologiske karakteristika kan have indflydelse på resultaterne, samt ved refleksioner over hvilke elementer i vejledning de studerende oplever som givende og positive.På baggrund af undersøgelsen konkluderes, at juraens specielle ontologiske og epistomologiske træk har indflydelse på studerendes opfattelse af faget, at faget og vejledning i faget opleves som relevant, at de studerende imidlertid i formidlingen af faget savner dialog, og at fagene på uddannelsen ikke af de studerende opleves som integrerede i forhold til den vejledning der gives i de enkelte fagområder.Fagdidaktik, fagintegration, jura, opfattelser, vejledning / The aim of the paper is an attempt to focus on perceptions towards teaching and guidance in Law, among students, former students and Law teachers on the Copenhagen School of Social Work. The education as a social worker i Denmark is based on a number og courses with different characteristic – psychology, social work, social science and Law. The education is concluded with a bachelor project on the 7th semester, where the students write a project with guidance from two of four academic disciplins, one of the teachers must be from the area of social work. Very few choose guidance from the teachers in Law. Based on a didactical analysis of Law differences and equalities between Law and other courses are viewed in a science theoretical light. Methodologically the paper is partly based on a questionnaire conducted among 6th semester students, partly a questionnaire given to former students who have chosen a teacher in Law for guidance while writing their final project and finally with interviews with teachers in Law. The paper sheds light on attitudes of guidance and teaching Law. The paper aims to reflect on the whether the special epistemological and ontological characteristica of Law as a field of study may influence the results, and to reflect on which elements in guidance the students see as giving and positive. On the background of the survey it is concluded, that the special ontological and epistomological features of Law influences the perceptions of the student of Law, that Law as a disciplin and the guidance conducted is considered relevant, that the students however in lack dialogue in the communication of Law as a discipline, and that the courses in the education at large is not perveived as integrated in terms of the guidance offered within the various academic disciplines.Guidance, interdisciplinary integration, Law, perceptions, professional didactics
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:mau-33081 |
| Date | January 2010 |
| Creators | Schmidth, Jakob |
| Publisher | Malmö högskola, Lärarutbildningen (LUT), Malmö högskola/Lärarutbildningen |
| Source Sets | DiVA Archive at Upsalla University |
| Language | English |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
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