Cameron, C; (2016) Pedagogía Social en el Reino Unido hoy: Resultados de análisis de formación e iniciativas de desarrollo. Pedagogia Social Revista Interuniversitaria (27) p. 199. 10.7179/PSRI_2016.27.10.

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Abstract

Since 2007, workplace based social pedagogic intervention has been taking place in the UK. Untilthat point, social pedagogywas largely unknownwithin children’s services practice ortraining. This paper synthesises findings from 10 evaluation studies that examined social pedagogic intervention in the form oftraining and development activity in children’s residential care, foster care and related services. The findings are presented in relation to fourtypes of impact: on the ‘trainees’; on the learning organisation; on children; and on the wider context. Findings are positive across all four types of impact, but especially so in relation to ‘trainees’ and children. Social pedagogy appears to validate and reframe practice as reflective, relational and enjoyable which helps children to thrive in public care settings. One key factor in the positive impact of social pedagogy training may be the experiential learning style adopted by trainers.

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