"Det är annorlunda att läsa sig till saker och att hamna i det rent konkret" - lärarstudenters kunskaper och förväntningar om anmälningsskyldigheten

Sammanfattning: "There's a difference between reading about things and getting into the practical" - teacher students' knowledge and expectations of the mandatory report The Social Services' investigation of child maltreatment and neglect is dependent on information from school teachers. The mandatory report requires all school personnel to report incidents involving children who may need Social Services' protection and support. Previous research indicates however that the mandatory reporting isn't carried out to the extent that the law requires, and research suggests that an explanation could be found in the absence of knowledge about the mandatory report. The aim of this study was therefore to examine preschool and primary school teacher students' knowledge and expectations of the mandatory reporting and also to investigate their views of their education in mandatory reporting. This was carried out through a webbased survey that was sent to teacher students at four Swedish universities. The results show that the respondents are well aware of the mandatory reporting but that they felt that the education has been insufficient. Our study also shows that the students' expectations of a report on child maltreatment and neglect were positive. At the same time, the role as a reporter was perceived unsure and the students felt that they lacked adequate practical knowledge to manage their own feelings as well as their relationship with the parents. The results were analyzed on the basis of Aristotle's three forms of knowledge; episteme, techne and fronesis. Our conclusion is that the education of teachers to some extent fail to educate the practical knowledge, techne, and that the education should be able to provide a better foundation for an ethical discussion about the mandatory reporting and on the role as a reporter.