Abstract
This work is centred on the dynamics of identity and professional development of two socio-professional groups; namely, Social Assistants and Mediators. It takes as its point of departure the characterisation of these socio-professional groups and their professionalization. The professionalization of the social groups matches the dynamics of identity development and presupposes social recognition of their professional knowledge and competences that are built in situations of real work and professional socialization (Dubar, 1997; Wittorski, 2008). Schön's (1996) "epistemology of professional practice" is paramount in this context, as theoretical knowledge and learning developed in formal training settings are insufficient for their professional daily work. The study of a qualitative nature was carried out using case studies in four countries - two in Europe and two in Latin America – Portugal, France, Brazil and Argentina. It had as its principal objectives the identification and analysis of the dynamics of identity and their articulation with the construction of professional knowledge in two socio-professional groups, which have been the subject of an increasing social visibility. The research strategies that we favoured were phenomenological and ethno-methodological, which turned out to be the two fundamental techniques for collecting information; namely, documentary research and biographical interviews. This methodology allowed us access to the socio-historical processes and subjective experiences of the participants with respect to their dynamics of professionalisation and in this way we could understand better the continuities and/or gaps in the processes in relation to their construction of identity. In order to analyse the data collected we turned to the emerging characterisations, a structural analysis of discourses and continuous comparison, when searching for evidence in the construction of the interpretative text. As the principal results of the study, we would stress the singularity of each one of these socio-professional groups taking into account their origins, their socio-historical processes and the theoretical and ethical assumptions that have structured their identities. Taking, as a reference, the geographical and cultural variable, it was not possible to find any significant differences in or between any of the groups, which indicates a consistent specific and cross-disciplinary professional ethos. Also evident was the particularity and relevance of professional knowledge in the assertion and professional development of both the Social Assistants and the Mediators. DOI: 10.5901/jesr.2014.v4n2p191
Highlights
The studies about the processes of professionalization recognize three fundamental dimensions and structuring of professional groups: specialization, structure and professionalism (Demazière & Gadéa, 2009)
This investigation focused on the identification of identity dynamics in connection with the construction of professional knowledge and on a comparative analysis between two socio-professional groups: Social Assistants and Mediators
The biographical interviews carried out with the Social Assistants and Mediators revealed their difficulty of explaining about their work, which was shown to cover a varied range of activities and the diverse nature of fundamental resources covered by fields of theoretical knowledge, experiential learning, working conditions and personal conditions and characteristics
Summary
The studies about the processes of professionalization recognize three fundamental dimensions and structuring of professional groups: specialization (specific activity), structure (mobilization of characteristic knowledge) and professionalism (particular function) (Demazière & Gadéa, 2009). 35), questions related to professionalization gain special relevance “in the moment in which knowledge does not guarantee in a linear way the competency or professionalism of individuals in an economic and social context that knows profound changes” From this it is important to pay attention to: i) questions of professional development in close relationship to the processes of external and internal change for the subjects, who appeal, among other things, to the acquisition and mobilization of the many experiences incorporated in competencies suited to the complexity of their contexts and situations; ii) training and lifelong learning; iii) formal initial training and continuous training in its many contexts and iv) reflective practices. These fields raise questions about training and learning in articulation with models of learning in adults, reflective practices and social, personal and professional development and the construction of identity with particular reference to the works of Dominicé (1990), Zeichner (1993), Schön (1996), Barbier (1996), Boutinet (1998), Pastré (2011) and Sacristán (2013)
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
