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Your search keyword '"Sozialarbeiter"' showing total 2 results
Start Over Descriptor "Sozialarbeiter" Journal european journal for research on the education and learning of adults
2 results on '"Sozialarbeiter"'

1. Social housing, multi-ethnic environments and the training of social educators: combined anthropological and educational perspectives

Author

Flavia Virgilio

Subjects
Professionalization, Informal learning, Erziehung, Schul- und Bildungswesen, media_common.quotation_subject, Erwachsenenbildung, Social education worker, Italien, Interkulturelle Kommunikation, Adult training, 370 Erziehung, Schul- und Bildungswesen, Active citizenship, Social integration, Social housing, multi-ethnic environments, training of social educators, interdisciplinary research tools, Training (sports), Education, Sozialpädagogik, Adult education, ddc:370, Reflexivity, Out-of-school teacher, Pedagogy, Erwachsenenbildung / Weiterbildung, Training, Nichtregierungsorganisation, Sociology, Public housing, Citizenship, media_common, Professionalisierung, lcsh:LC8-6691, lcsh:Special aspects of education, Professional development, Sozialer Wohnungsbau, Migrant, Ethnische Gruppe, Sozialarbeiter, Informelles Lernen, Intercultural communication, Soziale Integration, Multiculturalism, Italy, Forschungsprojekt, Sozialpädagoge, Multikulturalität, 370 Education
Abstract

European journal for Research on the Education and Learning of Adults 5 (2014) 2, S. 209-219, The paper presents part of a broader project that explores the role played by informal citizenship learning in social housing urban environments (SHe) and the related educational challenges for social educators, NGO practitioners and also researchers. In this article, in particular, I focus on issues related with social educators’ and NGO practitioners’ professional training. The aim of the paper, in this perspective, is to offer some introductory theoretical and methodological remarks for the training of NGO practitioners working in SHe. The basis for this reflection is the idea of informal learning (Schugurensky, 2000), the concepts of learning for reflexive citizenship and learning for active citizenship (Johnston, 2005) and anthropology of citizenship (Ong, 1999, 2003). In the research process, we have intersected instruments and methodologies coming from the different fields of anthropology and educational sciences. Our hypothesis consists in considering the possibility that exploring the professional field of social educators in SHe with an ethnographic approach could contribute to improve reflexive attitudes of social educators and shape their educational attitudes. (DIPF/Orig.)

Published
2014

2. Ambiguities and paradoxes in a competence-basedapproach to vocational education and training inFrance

Author

Pierre Hébrard

Subjects
Sozialer Konstruktivismus, Vocational training, Frankreich, Educational program, Krankenschwester, Berufs- und Wirtschaftspädagogik, Modell, Constructivism, 370 Erziehung, Schul- und Bildungswesen, Occupational field, Lerntheorie, Bildungsprogramm, Health care, Pedagogy, Learning theory, Sociology, Social constructivism, Teacher for the handicapped, Competency, lcsh:LC8-6691, Social work, Konstruktivismus, Behaviourism, Methodologie, Sozialarbeiter, Document, Begriffsdefinition, Dokument, behaviourism, Vocational education, social constructivism, Teacher for children with special needs, France, 370 Education, Sonderpädagoge, Kompetenz, Educational programme, Erziehung, Schul- und Bildungswesen, professionaltraining, Behaviorism, Berufsfeld, Education, competence-based model, ddc:370, Special education pedagogue, Competence (human resources), Behaviorismus, lcsh:Special aspects of education, business.industry, Methodology, Analyse, Berufsausbildung, Special educational needs teacher, Vocational education and training, business
Abstract

European journal for Research on the Education and Learning of Adults 4 (2013) 2, S. 111-127, This article aims to show the effects of the prevalence of the competence regime within several sectors of vocational education and training in France. The first part of the article outlines the origin of the concept of competence and the evolution of its meaning. Later, the underlying theoretical and epistemological foundations are examined and two different paradigms are distinguished. The second part of the article focuses on ambiguities and paradoxes of effect of competence approaches, in specific educational programmes in the healthcare professions and social work in France. This study is based on the analysis of a corpus of documents concerning French vocational education and training that use a competence-based approach. (DIPF/Orig.)

Published
2013

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