| 000 | 01837cam a2200301 4500500 | ||
|---|---|---|---|
| 005 | 20250112045920.0 | ||
| 041 | _afre | ||
| 042 | _adc | ||
| 100 | 1 | 0 |
_aHeijboer, Claire _eauthor |
| 245 | 0 | 0 | _aThe educational relationship as a place of professionalization of the social worker through user expertise |
| 260 | _c2023. | ||
| 500 | _a85 | ||
| 520 | _aBy going through a selection of results of two participatory studies (La Galère and Le Triptyque) carried out in services and establishments for people with mental disabilities in sheltered housing and in the community, we question the educational relationship as a place of professionalization of social workers via the hybridization of the expertise of all the actors in the social intervention. Indeed, while the recently published guidance material (Piveteau Report, HCTS Green Paper, 2022) emphasizes the recognition and valorization of user expertise in the initial and continuous training of social workers, our research shows that the educational relationship is further structured by the hybridization of user, domestic, professional, and finally scientific expertise. This reveals a promising andragogy for social intervention that has been little studied until now. | ||
| 690 | _asocial utility | ||
| 690 | _asocial intervention | ||
| 690 | _aeducational relationship | ||
| 690 | _asocial work | ||
| 690 | _ahybridization of knowledge and expertise | ||
| 690 | _auser expertise | ||
| 690 | _asocial utility | ||
| 690 | _asocial intervention | ||
| 690 | _aeducational relationship | ||
| 690 | _asocial work | ||
| 690 | _ahybridization of knowledge and expertise | ||
| 690 | _auser expertise | ||
| 786 | 0 | _nPhronesis | Special issue | HS1 | 2023-09-11 | p. 105-116 | |
| 856 | 4 | 1 | _uhttps://shs.cairn.info/journal-phronesis-2023-HS1-page-105?lang=en |
| 999 |
_c196359 _d196359 |
||