Foster carers characterise a highly diverse workforce that shares the choice to provide a home and family for children who can no longer reside with their family. This diversity makes supporting and providing for carers’ training needs a complex task for fostering services. Understanding what might influence their engagement in training would be useful. This article outlines themes related to foster carers’ engagement with social pedagogy, using data from the Head, Heart, Hands (HHH) programme evaluation. Analysis of interviews with seventy-six foster carers over a period of three years is presented. The emerging themes were used to devise an illustrative typology of receptiveness to training. The themes relate to the perceived impact of HHH on their practice and compatibility with the existing children’s social care (CSC) system. The article explores the factors that may influence foster carers’ positioning within the typology. The contributions that such a typology might make to the wider evidence base across CSC, in terms of the implementation and potential impacts of intervention, are discussed.

中文翻译：

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寄养者对新的创新和计划的接受度：从社会教育学引入英国寄养的例子

寄养照顾者代表了高度多样化的劳动力，他们共同选择为不再与家人同住的儿童提供家和家庭。这种多样性使得支持和提供照顾者培训需求成为促进服务的一项复杂任务。了解可能影响他们参与培训的因素会很有用。本文使用来自 Head、Heart、Hands (HHH) 项目评估的数据，概述了与寄养照顾者参与社会教育学相关的主题。对三年内对 76 名寄养者的访谈进行了分析。新出现的主题被用来设计一个说明性的接受培训的类型学。主题涉及 HHH 对其实践的感知影响以及与现有儿童社会关怀 (CSC) 系统的兼容性。本文探讨了可能影响寄养照顾者在类型学中的定位的因素。在干预的实施和潜在影响方面，讨论了这种类型学可能对整个 CSC 更广泛的证据基础做出的贡献。