Social Pedagogy in the UK today: findings from evaluations of training and development initiatives

Claire Cameron

doi:10.7179/PSRI_2016.27.10

Autores/as

Claire Cameron Institute of Education University College London

DOI:

https://doi.org/10.7179/PSRI_2016.27.10

Palabras clave:

Pedagogía social, servicios para niños, evaluación, Reino Unido

Resumen

En el Reino Unido, las intervenciones de la pedagogía social aplicadas al lugar de trabajo se han venido desarrollando desde 2007, pero hasta entonces, la pedagogía social ha sido en general descono- cida en cuanto a la formación o el entrenamiento en los servicios orientados a la asistencia infantil. Este ar- tículo sintetiza los resultados de diez estudios de evaluación que examinaron intervenciones de pedagogía social en materia de formación y actividades de desarrollo en el cuidado residencial de niños, acogida y otros servicios relacionados. Los descubrimientos se presentan en relación a cuatro tipos de efectos: en la formación de los profesionales, en la organización del aprendizaje, en los niños y en un contexto más am- plio. Los resultados son positivos en los cuatro tipos, pero aún de manera más especial en cuanto a los tra- bajadores y a los niños. La pedagogía social parece validar y redefinir la práctica como reflexiva, relacional y divertida, lo que ayuda a los niños a madurar en centros de atención pública. Un factor clave en el impacto positivo de la formación de la pedagogía social puede ser el estilo de aprendizaje experimental adoptado por los formadores.

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Biografía del autor/a

Claire Cameron, Institute of Education University College London

Professor of Social Pedagogy, UCL Institute of Education, London

Citas

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