The master´s thesis discusses the theme of identity of social pedagogues. The theoretical part presents a short history of social pedagogy, its beginnings, how the term social pedagogy was introduced and its development throughout history. Furthermore theoretical presentation of social pedagogy is given with four different theoretical approaches being presented in details. They are focused on every-day life, hermeneutic approach, contextualism, systematic approach and multi-perspective approach. Also a relationship, a dialogue, empowerment and participation of user as bases of social pedagogic work are presented. There are also detailed presentations of work and related interventions of social pedagogues. An important part of the master´s thesis is also competences and knowledge that social pedagogues acquire during their studies and are one of the most important factors of professional identity formation. The second theoretical part gives a short presentation of the concept of professional identity formation in relation to social pedagogy and detailed description of professional identity formation of social pedagogues.
The empirical part is based on qualitative research where the analysis of six interviews with employed social pedagogues is presented. The purpose of the research is to establish how social pedagogues define themselves and how they see their work. In this way five key themes were determined. They were the basis, together with theoretical and empirical findings, for making the models of professional identity of social pedagogues. The model distinguishes between holistic, incomplete or partial and absent or concealed professional identity of social pedagogues. The findings show how professional identity is seen by the interviewed social pedagogues and are the basis for understanding it.
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