Projektpapir_14_Udgave_August_2013 (2)

7/23/2019 Projektpapir_14_Udgave_August_2013 (2)

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VIA University College gathers the

medium length higher educations in

the Central Jutland region into one

institution with places of study in the

whole region.

VIA University College

Campus Holstebro

Pdagoguddannelsen

!l. "truerve# $

%&'' Holstebro

(lf. )% && *) &&

www.viauc.d+,paedagogiholstebro

Instruction:

Project paper for preparationof synopsis, reports in themes

and bachelor project

at Pdagoguddannelsen i Holstebro -socialeducation campus in Holstebro

$/thedition0 August 1'$*.


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(able of contents21. Introduction

2. Project work in relation to the themes1.$ Pro#ect organisation1.1 3ritten report1.* (hesis statement1./ (ypes of thesis statements1.& Chec+ points for a good thesis statement

3. Methodoloy, methodoloy considerations andmethodoloy re!e"ions

*.$ 4eading guide

#. $he responsibility of the students and the super%isor inrelation to the project work

/.$ 3hich e5pectations can the group have with regards to the supervisor6/.1 3hich e5pectations can the supervisor have with regards to the group6

&. $he written report at P'daouddannelsen i (olstebro&.$ 7ormal re8uirements to the report&.1 Proposed outline of the pro#ect report

&.1.$ 7ront page&.1.1 (able of contents with page numbers&.1.* (he introduction shall include&.1./ (he methodology section shall include&.1.& 9ain sections where the sub#ect is elucidated,analysed shall include&.1.: Conclusion&.1.% Possible discussion&.1.) 4eference list&.1.; Possible anne5es

). *ynopsis at P'daouddannelsen i (olstebro +socialeducation campus in (olstebro

:.$ 3hat is a synopsis6:.1 3hat is a synopsis used for6:.* 7ormal re8uirements to the synopsis

:.*.$. 3hat should be included in the synopsis6:.*.1. 3hat is the form of the te5t in a synopsis6

:./ ? a shortcut to a good pro#ect

Anne5 12 Content of the methodology section

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/iterature used for the Project paper

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1. IntroductionAt Pdagoguddannelsen i Holstebro -social education campus in Holstebro youshall wor+ with a total of 5 themesduring the course of the study. In / of these0 awritten report shall be prepared0 and in one theme0 a synopsis shall be prepared. Itconcerns the following themes2

4elation between the social educator,user -$stsemester ? written report

Institutional life -1

nd

semester ? written report (he interdisciplinary element -/thsemester ? written report Inter@creation-/thsemester ? portfolio "pecialisation -%thsemester ? written report.

(he "tudy programme0 the "tudy plan and the educational description of eachtheme course includes specic descriptions of the themes.

7or the nishing e5ams in DCC, the Main subject and thePedagogya synopsis shallbe prepared ? see more on page ; of this instruction.

In addition to the above mentioned themes and synopsis for /thsemester0 you shallcomplete a written report in IISand in the %thsemester write a bachelor project(also a written report)as described in the "tudy programme and the 4egulations2


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Problem@oriented pro#ect wor+ implies that your study group thoroughly prepares acertain issue on a problem@oriented and interdisciplinary basis. (his is a processthat has a 8uery as a starting point. A 8uery may arise in situations0 where the+nowledge and e5perience that you have as a student is not sucient to solve aproblem. (his should be very widely understood. It is the 8uery that arises when weare not capable of e5plaining or understanding a certain phenomenon with the+nowledge we have at our disposal. It may be a 8uestion of you in your professionalwor+ facing concrete issues0 where the +nowledge and action readiness that youhave accumulated0 is not sucient to solve the problem.

(he idea being that through the pro#ect wor+ you ta+e as your starting point thespecic issue formulated as a professional problem eld0 thereafter to ma+e theob#ect of theoretical and possibly empirical analyses. (his does not necessarily ta+eplace to Fsolve the problem0 but rather to investigate the bac+ground0 theconditions or the perspective of the problem. In this way0 this study form willenhance your reLectionary and analytical competences.

2.1 Project oranisation(he pro#ect organisation means that you will mostly be organised in study groups.(he groups ta+e their starting point in a sub#ect and thesis statement0 and thepro#ect wor+ results in a written report,synopsis. (he wor+ with themes is built up asan interaction between presentations from teachers0 groups and team discussions0instructions0 group studies and independent study.

In the beginning of the theme period0 the study groups are formed0 thereafterfunctioning as the frame of the pro#ect wor+. (he organisation of the group in eachtheme is seen from the description of each themed course from the teachers of theteam. 3hen the groups have been formed0 the real pro#ect wor+ starts0 and the

pro#ect is naliMed at the end of the period.

4egarding the bachelor pro#ect0 it is possible to wor+ individually. "ee 4egulations2


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2.# $ypes of thesis statements(hesis statements may be outlined as a 8uestion0 and it is a good idea to use wh@words in the process.

As+ with2 3hat 3hich 3here 3ho@ and write an accounting0 classifying and categorising te5t.

As+ with2 3hy@ and write e5planatory0 interpretative0 analytic and discussing te5t.

As+ with2 How

@ and write an evaluating0 action indicative te5t -4ienec+der0 1''&0 p. $).

(he thesis statement may change along the way as you get wiser0 but a possiblechange should always be agreed with the group supervisor.

(he thesis statement also includes a limitation2 3hat do you not want to touch on.=e aware to have the pro#ects mar+edly dened0 even if at the start it feels as if itis futile. 7urther on0 you will nd that the interesting part typically consists in going

in@depth with a narrow sub#ect as opposed to s+imming over a broad sub#ect.4esearch and reporting are related but are not the same. During the total wor+process0 you will e5plore areas in an investigative way0 you will read and write a lotthat should not necessarily end up in the report.

2.& heck points for a ood thesis statementBou may use the below chec+ points in connection of preparation of your thesisstatement2

4elevance study@wise and professionally(he sub#ect0 problem area and thesis statement shall be +ept within the

re8uirements of the study programme as to thematic pro#ects0 and the thesisstatement shall be professionally relevant. Interest in thesis statement

Bou have to be motivated as to the thesis statement and the analyses0 whichit entails0 as well as you have to be interested in the methods that youchoose to wor+ with.

Clear0 une8uivocal and with a possibility for analysis and line of reasoningIt has to be obvious what the pro#ects aims are and which new +nowledgeyou want to contribute. At the same time the thesis statement shall give anopportunity to analyse and reason.

Is it challenging enough ? and has a conclusion6Does the thesis statement provide an opportunity to ma+e the conclusion ofthe report having an Faha@eEect6 >r is it so trivial that the conclusion ismore li+ely to be Fwell0 we thought so6

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Question form(he thesis statement should preferably be able to be formulated as a8uestion ? with wh@words if possible. Bou might e5press sub@8uestions orcases,theses

=e linguistically precise and directional(he thesis statement shall be precise0 and it should be comparatively easy to

distinguish what is relevant to have a closer loo+ at0 and what to leave out. Clear emphasis(he thesis statement shall be clearly emphasiMed0 preferably by means oftypography

Can we ma+e it in time6FDonNt bite oE more thanR0 be ambitious0 but also realistic -Jrgensen 4ienec+er0 1''$.

3. Methodoloy, methodoloy considerations and methodoloyre!e"ions

(he pro#ect wor+ shall include a section on methodology -see Anne5 10 page $/where your account for the scientic approach that you intend to use to investigateand process the pedagogy@professional sub#ect and answer to the thesis statement.

Bou also need to have a description of data collection methods to be involved in thewor+ with the thesis statement0 such as2

>bservations -8ualitative and 8uantitative Interviews Questionnaire 7ield studies Oiterature studies Practical actions

Cases etc.

(he section shall include your reLe5ions on which strengths and wea+nesses lie inthe chosen data collection methods and the scientic theoretical approach0 i.e. youhave to relate critically0 including in the case of ethical problems and dilemmas.

3.1 eadin instructionIn case of large reports -such as the bachelor pro#ect it may be an advantage toprepare reading instructions as a special service section for censor and e5aminer.

Here0 you can read about the structure and connections of the report. It is not are$uirementbut may be a good idea not only for censor and e5aminer but also foryourself in order to get an overview of the report elements.3hat can be in a reading instruction6

"tructure and connection of the report How to use notes0 which should always be limited6 Are there any anne5es6 If not0 may they be supplied if needed6 "pecial considerations in relation to source references etc.

#. $he responsibility of the students and of the super%isor in

relation to the project work

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#.1 0hich e"pectations may the roup ha%e to their super%isor(he group may e5pect2

(o be in dialogue with the supervisor on the sub#ect0 thesis statement0 wor+process and discussion of the professional matters

(hat the supervisor stays critical and constructive to the group wor+ (hat the supervisor +eeps a continuous discussion with the group on their

wor+ (hat the supervisor is prepared for supervision meetings on the basis of

wor+ing papers from the group (hat the supervisor ma+es it clear which resources the


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report shall be readable without involving the anne5es.Bou shall use the type siMe $1 and a font0 which corresponds to (imes Sew 4oman insiMe. Oine spacing $.& and all margins 1.&. /uotations, descriptions o 0eld wor',

parts o inter*iews may, howe*er, be written with a smaller ont and a line spacingo 1 as well as indentations!

S=T If the written report2 -achelor projecthas been prepared by a group0 the part made by each student shall be

clearly stated ? see more in egulations& aminations under section 2!

&.2 Proposed outline of written reports

&.2.1 4ront pae"hall -if standard form is not used ? see 4egulations2 ccasion ? for e5ample $

st

semester2 4elation between pedagogue,user Sames and study numbers of the group participants0 class number and groupnumber

Same of supervisor Place of study @ Pdagoguddannelsen i Holstebro -social education campus in

Holstebro

&.2.2 $able of contents with pae numbers(he table of contents is a summary of the content of the report. (he headlines inthe table of contents shall be the same as the headlines in the sections,chapters of

the report.

&.2.3 $he introduction shall include Presentationwith a description of the sub#ect0 problem area and thesis

statement as well as professional grounds for the choice of sub#ect. "tate thereasons for which you nd this sub#ect interesting0 relevant or topical ? andremember that it shall be a technical and professional reason

*copeof the sub#ect ? when you have chosen to investigate a certain aspectof the sub#ect0 you will always opt something else out. Bou may for e5amplelimit your sub#ect as to user group0 age group0 institution type0 time period0pedagogical action,activity etc.

Possible de6nitionand discussion of important concepts and words inrelation to the report thesis statement

Possible readin instructionfor the report -see section *.$ page :.

&.2.# $he methodoloy section shall include

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(he methodology section shall include the following elements0 but the order mayvary.

7escription of scienti6c theoretical approach: Here0 you shall describethe scientic theoretical approach behind your choice of methodology,ies.

7escription of methodoloies and analytical approaches: (ere, youshall describe the methodoloies that youuse when wor+ing with thethesis statement0 including i.e. use of interviews0 statistics0 8uestionnaires0eld wor+0 investigations0 theory0 observations0 practical actions0 cases0debate analyses etc.

e!e"ions on methodoloies and analytical approaches: (ere, youshallreLect on which strengths and wea+nesses that lie in the chosenmethodology,ies and the chosen scientic theoretical approach0 respectively.

Bou have to relate critically to the methodology0 including ethical problemsand dilemnas.

"ource criticism2 It is important that you respond critically to the methodologies0theories and collected empirical data used. Here0 it might be good to use the FarmNslength principle -7ibiger "gaard0 1'';0 p. $$& on all elements of the report0which means +eeping your distance in order to be able to contemplate themob#ectively and from a distance0 so that they can be critically evaluated.

Please see Anne5 1 page $/ of this Pro#ect paper for content of the methodologysection.

&.2.& Main section where the subject clari6ed8analysed shall include

(he main section should include both a descriptive0 analytic0 evaluation and actionindicating part.

$he descripti%e partincludes central facts on the sub#ect0 theories0observations0 interviews0 cases0 etc. (he description and summary ofempirical data shall be brief and pertinent in relation to the concrete thesisstatement. (he descriptions thus gives the raw material for analysis0evaluation and action indication.

$he analytic partdivides a sub#ect0 a te5t0 a case0 or data materialsystematically into its components. (he analysis may also concerncomparison of two ob#ects0 possibly theoreticians or data material0 in view ofnding signicant diEerences or similarities between the materials. Duringthe analytic phase0 at least one professional methodology shall be used2Concept-s0 theory-ies0 methodology-ies.

$he e%aluatin partpic+s up on methodologies and theories0 etc. 3erethey suited for clarication of the thesis statement6

$he action indicati%e partma+es0 on the basis of descriptions0 analysesand the +nowledge that you have obtained0 proposals for practical actions.

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(he main sub#ect shall to the greatest e5tent possible include relevant national andinternational research0 study and development wor+. 1

9a+e headlines for each section0 relevant to your pro#ect. (he order in the mainsection depends on you and your pro#ect. It is a good idea to have a partial aim andpartial conclusion for each single section.

&.2.) onclusion(he conclusion shall include a summary of the main p'ints of the report0 i.e. there isno new information in it. Bou have to ma+e a clear connection between theintroduction0 the thesis statement and the conclusion0 so that you respond to andanswer,conrm,dismiss the 8uestions of the thesis statement. (he conclusion doesnot necessarily have to be Fblac+,white0 as gradations are welcomed.

&.2.- Possible discussionA discussion opens for the opportunity to put the report sub#ect into a greater

connection ? possibly remove one or more limitations ? or relate to new andrelevant information that has come up during the wor+ with the report.

&.2.9 /ist of literatureUse 3>4DNs 4eference handling program to ma+e source references and list ofliterature. Instructions can be found on "tudy net ? and you can get help andsupport from the librarians at Campus Holstebro.

(he list of literature shall include all literature0 internet sources0 DVDs etc. used.

PS3 -e careul with the old *ersions o 4.D! I the report is sent between groupparticipants and one o them has an older *ersion o 4.D (e!g! rom %1 to%6) than the *ersion rom where it came, all source reerences may in the worstcase be deacti*ated!

&.2. Possible anne"es(ables0 illustrations and similar -to be limited to a minimum.Sotes from classes are notto be usedTIf a presentation from a guest lecturer is to be used0 the content must bedocumentedby either sound recording -typically a dictaphone or minutes inwriting. +he guest lecturer shall gi*e his permissionto both.

). *ynopsis at P'daouddannelsen i (olstebro +social educationcampus in (olstebro

).1 0hat is a synopsisA synopsis is an organised presentation written in short sentences and,or as+eywords outlining and dening the content. (he synopsis is an e5cerpt of your+nowledge and competence in relation to a certain sub#ect0 and it may be regardedas an e5tended outline.

(he synopsis is used as follows2

" Beendtg0relse om uddannelse til professionsbachelor som pdagog, LBK nr. 315 af 19/!/"#$ %onsolidationact on education of professional bachelors in pedagog', B2K (o. 1""" of "/9/"1, 4 and 4 , art.) ".

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7inal e5am in DCC in &thsemester. 7inal e5am in main sub#ect in %th semester. 7inal e5am in Pedagogy in %th semester.

).2 0hat is a synopsis used for

A synopsis is to function as an introduction to an oral e5amination. (his means thatwith the synopsis0 you can state and pinpoint the content in which you wish to bee5amined. (he synopsis forms the basis of the conversation0 but 8uestions outsideor in continuation of the content of the synopsis may be as+ed. During yourpresentation0 you shall elaborate on and put the content of the synopsis intoperspective. Bour presentation needs not follow the structure of the synopsis.

During preparation of a synopsis the choice of sub#ect0 focus and literature is a very+ey issue. (here has to be enough substance in the synopsis to show that youmaster the sub#ect during the oral e5amination. It is therefore important to use yoursupervisor to clarify the sub#ect0 focus and choice of literature.

).3.1. 0hat should be included in a synopsisA synopsis shall include2

4ront paewith title -sub#ect0 name0 class and course -e5amination in R $he titleshall be identical to the approved sub#ect. Introductionwith a description of sub#ect0 focus of the synopsis and

professional relevance of the sub#ect. 3hen the reader has read theintroduction0 he,she should have a clear picture of the sub#ect of thesynopsis. (he volume of the introduction shall be appr. $,* page.

Main section0 where reLe5ion0 theory and practice are lin+ed in a short form. onclusionin relation to the focal point of the synopsis. (here shall be a

clear coherence between the focus of the synopsis from the introduction andthe Fanswer of the conclusion. (he conclusion is not to include new material0it is solely a summary and reply to the focus area of the sub#ect. (he volumeof the conclusions shall be appr. $,* page.

/ist of literature(he list of literature shall be made with 3>4DNs referencemanagement. (he list of literature shall 8ualitatively and 8uantitativelyreLect that the ob#ectives of the course and of the education for professionalbachelor as a pedagogue have been met. "ee instructions on "tudy net under=achelors degree in "ocial


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).# ;"ample of a synopsis:

ction plans and force within pedaoical work

Introduction:During my last practical training I wor+ed at a residence for people with reducedfunctional capacities. Here0 I sometimes e5perienced the use of physical force0which was reported according to the re8uirements of the legislation.In the staE group we had a good professional discussion regarding the use of force

and of force within pedagogical wor+. (he law prepares the ground for the residentsto have self@determination and 8uality of life on their own terms. (he preparation ofpedagogical action plans shall ensure this. =ut when the action plans are preparedand used0 they may become a power tool0 where the resident becomes the smallone and is pressuriMed to do what ts best into the everyday life of the institution. Inthis synopsis0 I shall prepare the ground for a discussion of the action plans andforce within pedagogical wor+ on the basis of two short observations from mypractice period.


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9ind@controlling force. 9ind@controlling force ta+es place0 when thepedagogue inLuences the conception of the residents on what is in theirinterest. Denes the residentsN wishes for them.

4orce is a part of all pedaoical work:(he pedagogical parado52 Pedagogical wor+ operates in a tension eld betweendependency in the process and the ob#ective of independence and self@dependence-9yhre0 $;;'.

(his means2 that the relation between the ob#ective and means is always lled with tension that force and responsibility belong together that the administration of force re8uires ethical considerations

According to =ent 9adsen0 pedagogical parado5es are always present within thepedagogical wor+-9adsen0 1''&0 chap. %2

$. (he relation between help and self@help1. (he relation between help and control

*. (he relation between the professional help and the other personNslife world.

4orce and responsibility:Use of force as a positive necessity may be struc+ by a 8uotation by G.ne has moreor less power over the otherNs life. -Ogstrup0 $;;$0 p. :&.

Here0 use of force is ta+ing the Fhanded over@ness as a responsibility and an ethical

claim0 re8uiring that your use your force for the benet of the other.

$he art of manaement:(he 7rench sociologist -and more 9ichel 7oucault has prepared a number ofanalyses of among others pedagogy as a special art of management2

3ith the development of modern society0 people get their Ffreedom. =utwith this freedom0 new ways of controlling it ? new forms of power.

Sow0 children shall be brought up to be independent and internally@controlled. Direct use of force is not suited for this. Power becomes invisible.

Power is not something that is e5ercised from upwards down0 but is a

complicated interaction between diEerent factors gearing together in alogical pattern.

In this pattern0 direct force0 +nowledge and discourses -e.g. concerning Fself@government and Fcompetent children and self@technologies -e.g. log boo+s0reLe5ion techni8ues etc. is a part.

3hen the force becomes invisible0 the strap has to be replaced by the pedagogueT

onclusion:Action plans shall ensure the residents against abuse0 ensure that there are reasonsfor the eEort that they are left to0 and that the eEort is controlled in accordance

with individual considerations. However0 there are many pitfalls within the wor+ ofpreparing an action plan and in the use of action plans in everyday pedagogical

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wor+. (he pedagogical relation is always a force relation. 3hether it benets theresident or becomes an abusive force0 depends on the ethics of the pedagogue andthe institution. (he professional pedagogue shall be able to handle many dilemmasin order to be able to govern powers and responsibility and ta+e care of the needs ofthe residents. !ood action plans may help the pedagogue and the institution insiston the eEort having to be for the sa+e of the resident0 and the action plans shallhelp developing the professional reLe5ion.

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-. nne"es

nne" 1: *I=< > a shortcut to a ood project

3e recommend that you descide to get an electronic guide to a good thesisstatement.7ind www.scribo.d+and sign up. emember to create a loin and password atampus (olstebro, then you may also use *I=< from home.

"C4I=> is an interactive 8uestion guide0 which systematically ta+es you throughconsiderations from idea to thesis statement.

3hen you wor+ with "C4I=>0 you are able to have0 among others0 claried2

3hat is my thesis

statement6 3hat is the purpose of my

pro#ect6

3hich literature and

information should I use6

3hich theory and methodologyshould I use6

How do I get on6

Problemformulering (hesis statement7remgangsmWde Procedure

(eorier,metoder (heories,methods as a chec+ list.

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http://www.scribo.dk/http://www.scribo.dk/


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nne" 2: ontent of the methodoloy section

(he purpose of the methodology section is0 that you partly describe the form ofintelligence used in the report0 and partly that you stay critical towards this

intelligence. (he methodology shall prove to the reader0 that he,she may becondent on the basis for your +nowledge and the choice of literature made.

(here shall be a methodology section in all written reports. In the synopses youshall notma+e a methodology sectionT

(he methodology section includes an e5position and reLe5ions within these & areas2

$. 9ethod of collection of data1. Analytic strategy*. (he scientic theoretical approach of the report/. Gnowledge categories and source criticism

&. what did you do:


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3hich scientic theoretical approach have you chosen for the report by yourdata collection method6 -e.g. positivism0 phenomenology0 critical theory0social constructivism or a combination thereof

4eLe5ion on the scientic theoretical approach2 3hich possibilities,limitationsdo your scientic theoretical approach oEer6 (he scientic theoretical

approach depends on the +nowledge that the pro#ect aims at unveiling0 andtherefore also have a conse8uence on the data collection method.

# ?nowlede cateories and source criticism > a eneral e%aluation ofyour sources:

3here does your +nowledge come from6 -from dictionaries,encyclopaedias-clarication of concepts0 te5t boo+s -own and,or otherNs0 empiricalinvestigations0 scientic wor+s or ma#or wor+s ? see illustration2 Gnowledgecategories 1'$1 at "tudy net ? Oibrary documents @ =achelors degree in

"ocial


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/iterature used for the Project paper:

Andersen0 P. X.0

Projektpapir_14_Udgave_August_2013 (2)

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