All day schooling in Switzerland : social workers and teachers in multi-professional cooperation and their professional responsibilities

All-day schools serving children from 8 a.m. to 4 p.m. four times a week are still uncommon in Switzerland. In trying to implement an all-­day school schedule, teachers and social workers are requested to cooperate professionally during the day. A current study looks at the multi-professional cooperation in order to clarify responsibilities and expectations. The results are based on interviews with two teachers and two social workers that were analysed by using hermeneutic sociology of knowledge. It becomes evident that the parental absence is used to legitimate the own profession. Informal learning settings, where the stakeholders need to act and think together beyond their traditional roles and where lines of responsibility are not as well-demarcated as in formal learning settings, the potential for conflict among the stakeholders is the greatest.An Tagesschulen – in der Schweizer Volksschule erst im Aufbau – wird der gelingenden multiprofessionellen Kooperation zwischen Lehrpersonen und Sozipalpädagogen/innen große Bedeutung zugeschrieben, um den Erziehungs- und Bildungsauftrag qualitativ hochwertig ausführen zu können. Dieser Beitrag geht der Frage nach, welches die handlungsleitenden Motive dieser beiden Professionen zu den jeweiligen pädagogischen Zuständigkeiten sind. Mit der Methodik der hermeneutischen Wissenssoziologie wurden Interviews mit je zwei Lehrerinnen und Sozialpädagoginnen ausgewertet. Die Befunde verweisen auf Mechanismen der Legitimierung beider Professionen, welche auf eine vermeintliche familiale Abwesenheit im erzieherischen Bereich gründet.All-day schools serving children from 8 a.m. to 4 p.m. four times a week are still uncommon in Switzerland. In trying to implement an all-­day school schedule, teachers and social workers are requested to cooperate professionally during the day. A current study looks at the multi-professional cooperation in order to clarify responsibilities and expectations. The results are based on interviews with two teachers and two social workers that were analysed by using hermeneutic sociology of knowledge. It becomes evident that the parental absence is used to legitimate the own profession. Informal learning settings, where the stakeholders need to act and think together beyond their traditional roles and where lines of responsibility are not as well-demarcated as in formal learning settings, the potential for conflict among the stakeholders is the greatest