# Professional narratives on continued training in the laboral landscape of social education

## TL;DR

This study explores the training needs of social education professionals, emphasizing the importance of ongoing education to adapt to societal changes and professional challenges.

## Contribution

The study provides new insights into the training demands of social education professionals based on their personal narratives and perspectives.

## Key findings

- Training limitations are often related to social policies, legislative knowledge, and administrative tasks.
- Themes like mental health and gender are prominent in professional training discussions.
- Ongoing training should focus on versatility rather than excessive specialization.

## Abstract

Labor consolidation is not a sufficient criterion to abandon the need for the qualification and requalification of professionals, especially in the field of education, which must respond to the uncertainties of society in the light of trends and advances incorporated in pedagogical research.

The present qualitative study analyzes the training demands of social education professionals from their own perspective, using their own stories in a semi-structured interview format conducted with), key informants from governmental and non-governmental organizations in southeastern Spain, specifically from the autonomous community of the region of Murcia.

According to the results, the most frequent and significant formative limitations are those referred to in the field of social policies, legislative training, administrative processing, specialized work in specific sectors or collectives, and mediation. Similarly, the results reveal fashion themes (mental health, gender) and reiteration of non-exclusive conditioners of social education. These are extrapolable to other areas, such as the increasing bureaucracy and complexity in the proceedings as common places in the reflection of professionals with their own initiative and commitment to their own updating that is associated with a reflective criticism of their own professionalization.

The diverse range of responses and subjects, as indicated by the numerous descriptors needed for the categorization and their respective percentages, leads us to conclude that ongoing professional training does not encourage excessive specialization. Instead, it necessitates offering a broad range of training adjusted to the versatility of situations.