The thesis researches the relations between competences gained through non-formal learning and self-employment of social pedagogues. The theoretical part defines the relevant concepts – from knowledge society through different aspects of learning to competences and their evaluation. The thesis goes on to define the work society, the conditions on the labour market and self-employment as a form of precarious work. All this is then put into the context of social pedagogy and the theoretical background for the possibility of self-employment for social pedagogues.
The research included 5 self-employed social pedagogues. The aim was to find out how and to what extent their competences are related to how their professional identity has formed. The research shows that in their work they find a personal relationship with every individual or group they work with to be the most important. They adapt the content and work methods accordingly to answer their particular needs as best as possible. Another key aspect they see in their work is personal and professional growth. Based on different trainings, they examine the knowledge they have acquired and upgrade it, while monitoring personal changes. They mostly do all this themselves through reflection on their experience, which helps them recognise the acquired knowledge and skills. They relate this to their past experience, and at the same time look for new opportunities for growth. Evaluation is also based on feedback from others. They use their newly acquired competences in interactive work with participants, and they are helpful in problem solving and searching for and setting up new concepts of work. Furthermore, they are useful in the formation of personal and professional identity.
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