When pedagogic rights become professional duties. Hiatus in continuing education for the reform of professional practices in healthcare (notice n° 555508)

détails MARC
000 -LEADER
fixed length control field 02126cam a2200325 4500500
005 - DATE AND TIME OF LATEST TRANSACTION
control field 20250121121953.0
041 ## - LANGUAGE CODE
Language code of text/sound track or separate title fre
042 ## - AUTHENTICATION CODE
Authentication code dc
100 10 - MAIN ENTRY--PERSONAL NAME
Personal name Stavrou, Sophia
Relator term author
245 00 - TITLE STATEMENT
Title When pedagogic rights become professional duties. Hiatus in continuing education for the reform of professional practices in healthcare
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Date of publication, distribution, etc. 2024.<br/>
500 ## - GENERAL NOTE
General note 10
520 ## - SUMMARY, ETC.
Summary, etc. ‪This article uses Basil Bernstein’s model of pedagogic rights to describe the democratic issues at stake in continuing education for professionals working in eldercare institutions. The article highlights the interest of the Bernsteinian theoretical triptych (participation-inclusion-enhancement) as an entity and not as a series of independent indicators and shows its relevance as a tool for analysing empirical data. The research is based on data collected concerning two international training organisations offering courses in France and Switzerland to improve the quality of care. The analysis shows that, by operating as pedagogic devices, these training programmes turn the pedagogic rights of the professionals into duties for the sole benefit of enabling residents to exercise their democratic rights within institutions. Observing this hiatus between the beneficiaries (the residents) and the learners (the trained professionals) raises questions about the effective fulfilment of the pedagogic rights of those taking part in the training courses.‪
690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN)
Topical term or geographic name as entry element continuing professional development
690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN)
Topical term or geographic name as entry element health
690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN)
Topical term or geographic name as entry element skill
690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN)
Topical term or geographic name as entry element rights
690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN)
Topical term or geographic name as entry element sociology of education
690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN)
Topical term or geographic name as entry element training center
690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN)
Topical term or geographic name as entry element continuing professional development
690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN)
Topical term or geographic name as entry element health
690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN)
Topical term or geographic name as entry element skill
690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN)
Topical term or geographic name as entry element rights
690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN)
Topical term or geographic name as entry element sociology of education
690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN)
Topical term or geographic name as entry element training center
700 10 - ADDED ENTRY--PERSONAL NAME
Personal name Poulet, Célia
Relator term author
700 10 - ADDED ENTRY--PERSONAL NAME
Personal name Loffeier, Iris
Relator term author
786 0# - DATA SOURCE ENTRY
Note Revue française de pédagogie | o 220 | 3 | 2024-05-06 | p. 83-97 | 0556-7807
856 41 - ELECTRONIC LOCATION AND ACCESS
Uniform Resource Identifier <a href="https://shs.cairn.info/journal-revue-francaise-de-pedagogie-2023-3-page-83?lang=en&redirect-ssocas=7080">https://shs.cairn.info/journal-revue-francaise-de-pedagogie-2023-3-page-83?lang=en&redirect-ssocas=7080</a>

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