ABSTRACT

Being a social worker requires facing many social upheavals, juggling with organizational changes, and working with various populations with increasing complex social issues. Future social workers must quickly familiarize themselves with the conditions of the practice. In order to do so, it is essential to provide students with multiple opportunities to integrate theory and practice throughout the school curriculum through educational activities that are as close as possible to professional practise. This article shows the results of a qualitative study that compares the comments of two groups of students, one exposed to an experiential pedagogy and the other not, in order to better understand the benefits of pedagogy for the integration of theory into practice. One of the principal results of this study shows that putting students in situations similar to practice environments makes the learning meaningful, promotes the integration of theory and practice, and strengthens professional identity.

摘要

作为一名社会工作者，需要面对许多社会动荡，应对组织变革，并与各种社会问题日益复杂的人群一起工作。未来的社会工作者必须迅速熟悉实践的条件。为此，必须通过尽可能接近专业实践的教育活动，为学生提供在整个学校课程中整合理论和实践的多种机会。本文展示了一项定性研究的结果，该研究比较了两组学生的评论，一组学生接受了体验式教学法，另一组则没有，以便更好地了解教学法对将理论融入实践的好处。