Identify the specific features and similarities of training and professional support in order to articulate them within a professional development perspective.
Conceptualise professional support at the intersection of different fields in order to adapt one's practice to the context.
Analyse different work or training situations and identify their implications for professional support practices.
Develop different forms of support for individuals, professionals, projects and organisations, based on a critical analysis of contexts.
Apply an engineering approach to professional support.
Analyse the effects of training and professional support programmes on learning and professional development, using appropriate evidence and analytical frameworks.
Apply principles of educational engineering to analyse and design training and professional support programmes that foster professional development.
Objectives
Distinguish between professional support and training programmes.
Articulate the concepts of training, engineering, professional support and professional development.
Understand learning and professional development processes, as well as the effects that training and professional support programmes may produce.
Use evidence, tools and theoretical frameworks to analyse the effects of training and professional support programmes on professional development.
Identify and apply engineering principles to analyse and design professionalising programmes.
Content:
Engineering of professional support and training (analysis, design, management and evaluation)
Articulation between professional support and training
Professional development and professionalisation
Professional identity and professional stance in support practices
Learning, effects of training and support programmes, and professional development
Le cheminement au sein du SPOC sur la professionnalisation constitue la partie exercices de ce cours tout en faisant partie intégrante du cours.
Class sessions will alternate between :
- interactive presentations
- role-playing exercises
- analysis of professional situations
- presentations
The activities will be based on a SPOC on professionalisation and on the reading of articles.
Assessment will consist of:
An individual written reflective analysis of the learning journey completed through the SPOC, and an individual or group oral presentation, during a class session, of a reflection related to this learning journey. Together, these will account for 50% of the final grade.
An individual or group analysis of a training programme will account for 50% of the final grade. Students will be asked to analyse a work and/or training situation in order to design and evaluate an appropriate engineering approach.
The assessment arrangements for the second examination session will be the same as those for the first session.
Ardouin, T. (2017). Ingénierie de formation. Paris : Dunod (5éd).
Charlier, E. (2014) Accompagnement dans A. Jorro, Dictionnaire des concepts de la professionnalisation. Bruxelles : De Boeck.
Charlier, E., Biemar, S. (Ed.) (2012). Accompagner, un agir professionnel. Bruxelles : De Boeck.
Olry, P. & Vidal-Gomel, C. (2021). Conception de formation professionnelle continue : tensions croisées et apports de l’ergonomie, de la didactique professionnelle et des pratiques d’ingénierie, Activités ; DOI : https://doi.org/10.4000/activites.2604
Wittorski, R. (2016). La professionnalisation en formation : textes fondamentaux. Rouen : PURH.
| Training | Block | Credits | Mandatory |
|---|---|---|---|
| Specialised Master in Supporting Professionals in Education, Management, Social Work and Healthcare | 1 | 3 | Yes |