Abstracts
Résumé
Le développement de compétences basées sur les meilleures connaissances scientifiques, l’efficacité de la pratique et l’adoption de standards éthiques ont guidé l’évolution des programmes de formation en travail social. Pour certains enseignants, la prégnance de plus en plus forte de la perspective scientifique a impacté significativement la formation, au détriment d’approches éducatives postmodernes, qui seraient plus cohérentes avec les valeurs fondatrices du travail social. Les enjeux inhérents à la profession influencent en effet les manières dont sont pensés, conçus et enseignés les cursus de formation. Certains enseignants misent sur des stratégies pédagogiques favorisant le développement de la connaissance de soi chez leurs étudiants, afin, notamment, de les préparer à une utilisation judicieuse de soi dans la pratique. Cet article s’intéresse à ces pratiques pédagogiques émergentes, orientées vers le développement de la connaissance de soi, et cherche à déterminer dans quelles perspectives pédagogiques elles sont ancrées. Pour y arriver, nous proposons une exploration des différentes conceptions philosophiques de l’éducation, parfois contradictoires, qui ont forgé la pédagogie du travail social, ainsi qu’un examen des principaux courants pédagogiques l’ayant influencée. Une réflexion est aussi amorcée autour des concepts de soi et d’utilisation de soi dans la formation en travail social.
Mots-clés :
- Philosophie de l’éducation,
- enseignement universitaire,
- formation en travail social,
- connaissance de soi,
- utilisation de soi
Abstract
Competency development based on best scientific knowledge, practice effectiveness, and the adoption of ethical standards has guided the development of social work training programs. For some instructors, the growing influence of the scientific perspective has significantly impacted this training to the detriment of postmodern educational approaches that would be more attuned to the core values of social work. The issues inherent to the profession do indeed influence how curricula are conceived, designed, and delivered. Some instructors employ pedagogical strategies supporting the development of their students’ self-knowledge in order to prepare them to make judicious use of the self in their practice. This article examines these emerging pedagogical practices focused on the development of self-knowledge and seeks to identify the pedagogical perspectives on which they are based. To do so, the article explores the various and sometimes contradictory philosophical conceptions of education that have shaped social work pedagogy and examines the leading pedagogical trends that have influenced this. Reflection is also initiated around the concepts of self and use of self in social work training.
Keywords:
- Education philosophy,
- university teaching,
- social work training,
- self-knowledge,
- use of self
Appendices
Bibliographie
- Burstow, B. (1991). Freirian codifications and social work education. Journal of Social Work Education, 27, 196-207.
- Campbell, C. (2003). Anti-oppressive theory and practice as the organizing theme for social work education: The case in favour. Canadian Social Work Review / Revue canadienne de service social, 20(1), 121-125.
- Carniol, B. (1984). Clash of ideologies in social work education. Canadian Social Work Review / Revue canadienne de service social, 2, 184-199. doi:10.2307/41669968
- Chapman, M. V., Oppenheim, S., Shibusawa, T., & Jackson, H. M. (2003). What we bring to practice: Teaching students about professional use of self. Journal of Teaching in Social Work, 23(3-4), 3-14.
- Chow, A. Y. M., Lam, D. O. B., Leung, G. S. M., Wong, D. F. K., & Chan, B. F. P. (2011). Promoting reflexivity among social work students: The development and evaluation of a programme. Social Work Education, 30(2), 141-156. doi:http://dx.doi.org/10.1080/02615479.2011.540377
- Cohen, C. S., Phillips, M. H., & Hanson, M. (2009). Strength and diversity in social work with groups: think group. New York, NY: Routledge.
- Colby, I. C., & Dziegielewski, S. F. (2004). Introduction to social work: The people’s profession: Lyceum Books.
- Couturier, Y., Gagnon, D., & Carrier, S. (2009). Management des conduites professionnelles par les résultats probants de la recherche. Une analyse critique. Criminologie, 42(1), 185-199.
- Dempsey, M., Halton, C., & Murphy, M. (2001). Reflective learning in social work education: Scaffolding the process. Social Work Education, 20(6), 631-641. doi:http://dx.doi.org/10.1080/02615470120089825
- Dewey, J. (1968). Expérience et éducation. Paris: Armand Colin.
- Freire, P. (1974). Pédagogie des opprimés : suivi de conscientisation et révolution (traduit du brésilien). Paris: Maspero.
- Galvani, P. (2014). L’accompagnement maïeutique de la recherche-formation en première personne. Revue Éducation Permanente : Éducation Permanente et utopie éducative, actualité d’Henri Desroche, 201, 98-112.
- Gauthier, B., Chevrier, J., Savoie Zajc, L., & Dolbec, A. (2009). Recherche sociale : de la problématique à la collecte des données (5e éd.). Québec: Presses de l’Université du Québec.
- Gitterman, A. (2004). Interactive andragogy: Principles, methods, and skills. Journal of Teaching in Social Work, 24(3/4), 95-112.
- Harrison, K. (2009). “Listen: This really happened”: Making sense of social work through story-telling. Social Work Education, 28(7), 750-764. doi:http://dx.doi.org/10.1080/02615470802535755
- Hughes, M. (2013). Enabling learners to think for themselves: Reflections on a community placement. Social Work Education, 32(2), 213-229.
- Hugman, R. (2009). But is it social work? Some reflections on mistaken identities. British Journal of Social Work, 39(6), 1138-1153.
- Humphries, B. (1988). Adult learning in social work education: Towards liberation or domestication? CSP, Critical Social Policy, 8, 4-21.
- Itin, C. M. (1997). The orientation of social work faculty to the philosophy of experiential education in the classroom. University of Denver, Denver, CO. Social Services Abstracts database.
- Knowles, M. S. (1973). The adult learner : A neglected species. Houston, Tex: Gulf Pub. Co.
- Kolb, D. A. (1984). Experiential learning : Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice-Hall.
- Kondrat, M. E. (1999). Who is the “self” in self-aware: Professional self-awareness from a critical theory perspective. Social Service Review, 73(4), 451-477.
- Larrison, T. E. (2009). Capturing the space in-between: Understanding the relevance of professional “use of self” for social work education through hermeneutic phenomenology. (Ph.D.), University of Illinois at Urbana-Champaign, Ann Arbor. ProQuest Dissertations & Theses Full Text: Social Sciences database.
- Mandell, D. (2007). Revisiting the use of self : Questioning professional identities. Toronto, ON: Canadian Scholars’ Press.
- Mayer, R. (2002). Évolution des pratiques en service social. Boucherville, QC: Gaïtan Morin Éditeur.
- Mezirow, J. (1991). Critical theory of adult learning and education. Adult Education, 32, 3-24.
- Murdach, A. D. (2010). Does American Social Work Have a Progressive Tradition? Social Work, 55(1), 82-89.
- Negi, N. J., Bender, K. A., Furman, R., & Fowler, D. N. (2010). Enhancing self-awareness: A practical strategy to train culturally responsive social work students. Advances in Social Work, 11(2), 223-234.
- Neuman, K., & Blundo, R. (2000). Curricular philosophy and social work education: A constructivist perspective. Journal of Teaching in Social Work, 20(1-2), 19-38.
- Pallisera, M., Fullana, J., Palaudarias, J.-M., & Badosa, M. (2013). Personal and professional development (or use of self) in social educator training: An experience based on reflective learning. Social Work Education, 32(5), 576-589. doi:http://dx.doi.org/10.1080/02615479.2012.701278
- Reamer, F. G. (2006). Social work values and ethics (3rd ed.). New York, NY: Columbia University Press.
- Reid, N. P., & Edwards, R. (2006). The purpose of a school of social work—An American perspective. Social Work Education, 25(5), 461-484.
- Reupert, A. (2009). Students’ use of self: Teaching implications. Social Work Education, 28(7), 765-777.
- Rossiter, A. (2007). Self as subjectivity: Toward a use of self as respectful relations of recognition. In D. Mandell, A. Rossiter, & J. D’Hondt (Eds.), Revisiting the Use of Self: Questioning Professional Identities. Toronto, ON: Canadian Scholars’ Press and Women’s Press.
- Ruch, G. (2000). Self and social work: Towards an integrated model of learning. Journal of Social Work Practice, 14(2), 99-112.
- Ruch, G. (2002). From triangle to spiral: Reflective practice in social work education, practice and research. Social Work Education, 21(2), 199-216. doi:http://dx.doi.org/10.1080/02615470220126435
- Schön, D. A. (1983). The reflective practitioner: How professionals think in action. New York, NY: Basic Books.
- Sewpaul, V. (2004). Ethics and deconstruction (Part 1). Maatskaplike Werk/Social Work, 40(3), 218-231.
- Shdaimah, C. S., & McCoyd, J. L. M. (2012). Social work sense and sensibility: A framework for teaching an integrated perspective. Social Work Education, 31(1), 22-35.
- Vodde, R., & Gallant, J. P. (2002). Bridging the gap between micro and macro practice: Large scale change and a unified model of narrative-deconstructive practice. Journal of Social Work Education, 38(3), 439-458.
- Ward, A. (2008). Beyond the instructional mode: Creating a holding environment for learning about the use of self. Journal of Social Work Practice, 22(1), 67-83.
- Weedon, C. (1987). Feminist practice and poststructuralist practice. Oxford, UK: Basil Blackwell.
- White, M., & Epston, D. (1990). Narrative means to therapeutic ends. New York, NY: W. W. Norton & Company.
10.7202/029812ar