Profession or craft? A reflection on the moral identity of social work

Jonge, Ed de

doi:10.18352/jsi.397

Cited by 4 publications

(3 citation statements)

References 13 publications

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“…That is, work is perceived as a goal for its own sake and not for the sake of the school, just as the apprentice’s focus is the work itself, not the intrinsic value for which it is performed. These patterns leave a pedagogic signature whereby managing a school is a craft that requires no expertise, engages in questions of “how” to perform tasks, and is not a profession that examines the “why,” the purpose for which these tasks are performed (Jonge, 2014).…”

Section: Discussionmentioning

confidence: 99%

“…Another explanation could be that the principals’ perceptions of mentoring as vital and successful are not an indication of strengthening their professional core knowledge but rather of their experience as having successfully met the immediate requirements of the role. Indeed, on a limited operational level, the principals meet the system’s demands but not at a level that typifies an expert whose work is driven by a grasp of its essential requirements (Jonge, 2014; Shulman, 2005). An additional explanation is that, in general, novice principals do not know what to expect and what professional leadership might look like, and are happy with what they receive.…”

Section: Discussionmentioning

confidence: 99%

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Novice principal mentoring and professional development

Pariente

Tubin

2021

IJMCE

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PurposeThis article explores the contribution of mentoring to the professional development of novice principals. Based on Abbott’s (1988) framework, the authors suggest that effective mentoring depends on the extent it develops professional core knowledge, which includes the skills of diagnosis, intervention and inference that are heavily based on academic knowledge, practical experience, self-awareness and reflective ability.Design/methodology/approachAn exploratory qualitative methodology was applied to discover principals’ perceptions of their mentoring. The authors interviewed 15 novice principals about their mentoring events and conducted a category-based analysis to find out how these events reflect contributions to their diagnosis, intervention and inference skills.FindingsThe study found that most of the mentoring events provided support for the intervention skill, while ignoring the skills of diagnosis and inference. We suggest that to develop novice principals professionally, mentors should place similar emphasis on all three skills.Research limitations/implicationsThe small research population and its possible bias toward positive mentoring experience may present only part of the picture. Still, the data provided important insights into how mentoring supports (or not) professional skills development, even in the best cases. Using professional skills in a large sample survey of effective and less effective mentoring relationships would help to validate this framework.Practical implicationsFirst, the findings serve as a guideline for mentor training programs to help develop mentors’ ability to support all three professional skills. Second, the findings may help novice principals to evaluate their mentoring relationships and their contribution to developing professional core knowledge skills.Originality/valueThe professional skills framework adds to the principal mentoring literature by emphasizing the importance of diagnosis, intervention and inference skills, in addition to certain content and specific conditions.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Novice principal mentoring and professional development

Pariente

Tubin

2021

IJMCE

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“…Hence, compatible values are understood as important motivators for forming opinions and accepting changes. An employee forming an attitude or making a decision on a work-related change evaluates how that change is compatible with or contradictory to their values [ 27 ]. For example, some individuals may find that care robotization shows great promise to improve the quality of care in a value-compatible way while others may be prone to view robots as ultimately diminishing human interaction, causing a role conflict between nurses’ values and what is expected of them in a suddenly technologized work environment [ 4 , 13 , 56 ].…”

Section: Introductionmentioning

confidence: 99%

Positive Turn in Elder-Care Workers’ Views Toward Telecare Robots

Turja

Taipale

Niemelä

et al. 2021

Int J of Soc Robotics

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Robots have been slowly but steadily introduced to welfare sectors. Our previous observations based on a large-scale survey study on Finnish elder-care workers in 2016 showed that while robots were perceived to be useful in certain telecare tasks, using robots may also prove to be incompatible with the care workers’ personal values. The current study presents the second wave of the survey data from 2020, with the same respondents (N = 190), and shows how these views have changed for the positive, including higher expectations of telecare robotization and decreased concerns over care robots’ compatibility with personal values. In a longitudinal analysis (Phase 1), the positive change in views toward telecare robots was found to be influenced by the care robots’ higher value compatibility. In an additional cross-sectional analysis (Phase 2), focusing on the factors underlying personal values, care robots’ value compatibility was associated with social norms toward care robots, the threat of technological unemployment, and COVID-19 stress. The significance of social norms in robot acceptance came down to more universal ethical standards of care work rather than shared norms in the workplace. COVID-19 stress did not explain the temporal changes in views about robot use in care but had a role in assessments of the compatibility between personal values and care robot use. In conclusion, for care workers to see potential in care robots, the new technology must support ethical standards of care work, such as respectfulness, compassion, and trustworthiness of the nurse–patient interaction. In robotizing care work, personal values are significant predictors of the task values.

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