Accompagner la structuration des écrits des étudiants en travail social

Confronté de manière croissante aux difficultés des étudiants à livrer des écrits de formation qui soient la traduction fidèle de leur pensée, l'IFTS a mis en place une expérimentation pour accompagner les futurs travailleurs sociaux dans la structuration de leurs écrits. Cet accompagnement est focalisé sur l'écriture en tant que processus impliquant de multiples régulations et sur l'appropriation collective de l'écrit de formation. Ateliers collectifs, relecture plurielle et dialogue interrogatif avec la matière écrite invitent ainsi les étudiants à appréhender l'écriture comme un acte réflexif délibéré. Cet article se propose de rendre compte d'une démarche d'observation du processus pédagogique qui s'est déroulé sur une année pour élargir et développer cet accompagnement au sein de notre institution. Nous tentons de mettre en lumière les modalités qui permettent aux personnes en formation d'entrer dans l'écriture, d'en éprouver son cheminement et de convoquer l'autre, le lecteur, dans leurs écrits.Confronted increasingly with the difficulties of the students to deliver training writings which are the faithful translation of their thought, the IFTS has put in place an experiment to accompany the future social workers in the structuring of their writings. This support is focused on writing as a process involving multiple regulations and on the collective appropriation of writing training. Collective workshops, plural proofreading and interrogative dialogue with the written material thus invite the students to apprehend writing as a deliberate deliberative act. This article aims to report on an observation process that took place over a year of the educational process to expand and develop this support within our institution. We try to highlight the modalities that allow people in formation to enter the writing, to experience its path and to summon the other, the reader, in their writings

Accompagner la structuration des écrits des étudiants en travail social

Confronted increasingly with the difficulties of the students to deliver training writings which are the faithful translation of their thought, the IFTS has put in place an experiment to accompany the future social workers in the structuring of their writings. This support is focused on writing as a process involving multiple regulations and on the collective appropriation of writing training. Collective workshops, plural proofreading and interrogative dialogue with the written material thus invite the students to apprehend writing as a deliberate deliberative act. This article aims to report on an observation process that took place over a year of the educational process to expand and develop this support within our institution. We try to highlight the modalities that allow people in formation to enter the writing, to experience its path and to summon the other, the reader, in their writings