Résumé
Cet article met en valeur les enjeux pour les évaluateur·trices de la multiplicité des contextes dans lesquels se produit l’évaluation des périodes de formation pratique (stage) du Bachelor of Arts en Travail Social délivré par la Haute École Spécialisée de Suisse Occidentale (HES-SO) en Suisse. L’article se situe dans la perspective de l’évaluation polysituée, polycontextuelle et multiréférentielle et propose de répondre à la question de recherche suivante : quels sont les enjeux de la polycontextualité de l’évaluation pour les évaluateur·trices des périodes de formation pratique en travail social ? La démarche de recherche revêt un caractère exploratoire. Elle propose l’analyse des documents prescriptifs du dispositif, ainsi que les retranscriptions de deux situations lors desquelles un·e enseignant·e de la Haute École et un·e tuteur·trice de terrain attribuent une note à la période de formation pratique réalisée par un·e étudiant·e. Ces analyses sont discutées dans la partie conclusive pour identifier six enjeux de la polycontextualité pour les acteur·trices en situation.
What are the issues of polycontextuality for the evaluators of practical training periods in social work ? : This article highlights the issues, for the evaluators involved, posed by the multiplicity of contexts in which the evaluation of practical training periods (internships) takes place within the Bachelor of Arts in Social Work offered by the University of Applied Sciences and Arts Western Switzerland (HES-SO). The article adopts a perspective of multi-situated, polycontextual, and multi-referential evaluation and addresses the following research question: What are the issues of the polycontextuality of the evaluation for the evaluators of practical training periods in social work? The study takes an exploratory approach. It involves the analysis of the prescriptive documents that structure the evaluation process, as well as transcripts of two situations in which a teacher from the faculty and a training practitioner assign a grade to a practical training period completed by a student. These analyses are discussed in the concluding section to identify six key issues of polycontextuality for the actors involved.
What are the issues of polycontextuality for the evaluators of practical training periods in social work ? : This article highlights the issues, for the evaluators involved, posed by the multiplicity of contexts in which the evaluation of practical training periods (internships) takes place within the Bachelor of Arts in Social Work offered by the University of Applied Sciences and Arts Western Switzerland (HES-SO). The article adopts a perspective of multi-situated, polycontextual, and multi-referential evaluation and addresses the following research question: What are the issues of the polycontextuality of the evaluation for the evaluators of practical training periods in social work? The study takes an exploratory approach. It involves the analysis of the prescriptive documents that structure the evaluation process, as well as transcripts of two situations in which a teacher from the faculty and a training practitioner assign a grade to a practical training period completed by a student. These analyses are discussed in the concluding section to identify six key issues of polycontextuality for the actors involved.