000			02126cam a2200325 4500500
005			20250121121953.0
041			_afre
042			_adc
100	1	0	_aStavrou, Sophia _eauthor
700	1	0	_a Poulet, Célia _eauthor
700	1	0	_a Loffeier, Iris _eauthor
245	0	0	_aWhen pedagogic rights become professional duties. Hiatus in continuing education for the reform of professional practices in healthcare
260			_c2024.
500			_a10
520			_a‪This 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			_acontinuing professional development
690			_ahealth
690			_askill
690			_arights
690			_asociology of education
690			_atraining center
690			_acontinuing professional development
690			_ahealth
690			_askill
690			_arights
690			_asociology of education
690			_atraining center
786	0		_nRevue française de pédagogie | o 220 | 3 | 2024-05-06 | p. 83-97 | 0556-7807
856	4	1	_uhttps://shs.cairn.info/journal-revue-francaise-de-pedagogie-2023-3-page-83?lang=en&redirect-ssocas=7080
999			_c555508 _d555508