Retroalimentación en los talleres de intervención de Trabajo Social:: formar, informar, transformar

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The discussion of this paper is framed on professor feedback in the Social Intervention Workshops of the Social Work undergraduate program of the Alberto Hurtado University (UAH). This document addresses one of the main findings of a research carried out by the authors: the tension between feedback...

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Detalles Bibliográficos
Autores principales: Navarrete Avaria, Oscar, Hernández Mary, Natalia
Formato: Artículo revista
Lenguaje:Español
Publicado: Universidad Nacional de Rosario. Facultad de Ciencia Política y Relaciones Internacionales. Escuela de Trabajo Social 2020
Materias:
Retroalimentación
Talleres de intervención social
Trabajo Social
a literature review is carried out where several ideas about this concept are presented, its intrpretation from the Social Work training in general. Subsequently, we place this discussion in the curricular activities, called “Talleres de Intervención Social (“workshops of social intervention”, related to the compulsory internships). Through interviews and a discussion group, the meanings that professors and students of these workshops gave to feedback to the teaching-learning process, were explored. Among the main findings, multiple meanings are assigned to feedback. Forthis paper we focuses on a key axis of this process: we propose that it is possible to move to an idea that is not only entangled in the evaluation, and that, through the strengthening of trust, understanding the heterogeneity of learning and trajectories of the different actors, it is possible to think in a more dynamic idea of feedback, where training, informing and transforming play a key role in the development of learning that is deployed in disciplinary training.
Acceso en línea:https://catedraparalela.unr.edu.ar/index.php/revista/article/view/55
Aporte de:
Cátedra Paralela de Universidad Nacional de Rosario
Descripción
Sumario:The discussion of this paper is framed on professor feedback in the Social Intervention Workshops of the Social Work undergraduate program of the Alberto Hurtado University (UAH). This document addresses one of the main findings of a research carried out by the authors: the tension between feedback and evaluation from a critique of the linear relationship that occurs in this process. Taking as a starting point a critique of the traditional feedback model understood as a ‘transmission of information’, a literature review is carried out where several ideas about this concept are presented, its interpretation from the Social Work training in general. Subsequently, we place this discussion in the curricular activities, called “Talleres de Intervención Social (“workshops of social intervention”, related to the compulsory internships). Through interviews and a discussion group, the meanings that professors and students of these workshops gave to feedback to the teaching-learning process, were explored. Among the main findings, multiple meanings are assigned to feedback. Forthis paper we focuses on a key axis of this process: we propose that it is possible to move to an idea that is not only entangled in the evaluation, and that, through the strengthening of trust, understanding the heterogeneity of learning and trajectories of the different actors, it is possible to think in a more dynamic idea of feedback, where training, informing and transforming play a key role in the development of learning that is deployed in disciplinary training.

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