Morten Ejrnæs

Profession, holdning og habitus: Forholdet mellem pædagogers og forældres holdninger til pædagogiske spørgsmål i daginstitutioner

Uoverensstemmelser mellem paedagoger og smabornsforaeldre i daginstitutioner kan vaere afgorende for foraeldresamarbejdet, foraeldrenes tilfredshed og paedagogernes arbejdsliv. Sadanne uoverensstemmelser eller deciderede konflikter kan opsta af forskellige arsager. Saerligt kan forskelle i gruppernes viden om born, interessekonflikter og vaerdikonflikter gore sig gaeldende. I denne artikel undersoger vi vaerdikonflikter mellem paedagoger og smabornsforaeldre igennem en holdningsundersogelse. Det har ikke tidligere vaeret undersogt, hvor ens eller hvor forskellige foraeldres og paedagogers holdninger til konkrete paedagogiske sporgsmal er. I to kvantitative vignetundersogelser gennemfort med et repraesentativt udsnit af paedagoger og smabornsforaeldre sammenlignes de to gruppers holdninger. Undersogelserne viser overordnet, at de to gruppers holdninger er meget ens. I forhold til en del sporgsmal har majoriteten inden for bade paedagoggruppen og foraeldregruppen samme holdning, mens begge grupper i andre sporgsmal er splittede internt, men pa nogenlunde samme made. Der er saledes ikke belaeg for, at der forekommer vaerdikonflikter mellem professionsgruppen og brugergruppen. De empiriske resultater diskuteres i forhold til organisations- og professionsteoretiske tilgange samt i forhold til forskellige Bourdieu-inspirerede referencerammer, der har vaeret almindelige i studiet af relationsprofessioner i Danmark. Pa denne baggrund argumenteres for, at eksisterende tilgange til studiet af relationsprofessioner ma modificeres, sa de kan rumme bade holdningsdiversiteten blandt professionelle og ligheder i holdningsmonstre professionsgruppen og brugergruppen imellem. ENGELSK ABSTRACT: Morten Ejrnaes and Merete Monrad: Profession, Attitude and Habitus: The Relationship between Parents’ and Teachers’ Attitudes concerning Pedagogical Issues in Day Care Institutions Disagreements between child care professionals and parents in day care institutions can be important for their cooperation, for the satisfaction of parents and for the working life of the professionals. Disagreements or conflicts may arise because of differences in knowledge, conflicting interests and conflicting values. In this article we examine value conflicts between child care professionals and parents by using a study of attitudes. Similarities and differences between parents’ and professionals’ attitudes regarding specific pedagogical questions have not been examined previously. The attitudes of the two groups are compared through two quantitative vignette studies. The results show that the attitudes of the two groups resemble each other. The majority of both groups hold similar attitudes on a wide range of questions, while both groups are internally divided in much the same way regarding other questions. Thus, there is no evidence for the existence of value conflicts between professionals and parents. The empirical results are discussed in terms of theories of organizations and professions as well as Bourdieu-inspired theoretical approaches that are common in the study of welfare professions. It is argued that existing approaches to the welfare professions need to be modified in order to account for the empirical evidence of both diversity of attitudes between professionals and similarity in attitudes between professionals and users. Key words: Child-care professionals, parents as service users, profession, attitudes, vignette method.