'What shall I pack in my suitcase?': the role of work-integrated learning in sustaining social work students' professional identity.
Interest in the reflective practitioner as a model of a 'good professional' has increased in several professional fields and is also valued within social work education as a key aspiration to address the uncertainties and challenges encountered in contemporary working environments. Reflecting on the...
| Publicado en: | Social Work Education Vol. 37; no. 1; pp. 34 - 49 |
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| Autores principales: | , |
| Formato: | Artículo |
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Taylor & Francis Ltd
Feb2018
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=126736549&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 126736549 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 02615479 36Q jtl: Social Work Education issn: 02615479 maglogo: N pubinfo: dt: Feb2018 vid: 37 iid: 1 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 126736549 10.1080/02615479.2017.1363883 ppf: 34 ppct: 15 formats: fmt: – @attributes: type: T – @attributes: type: P size: 1.3MB tig: atl: 'What shall I pack in my suitcase?': the role of work-integrated learning in sustaining social work students' professional identity. aug: au: Bruno, Andreina Dell'Aversana, Giuseppina affil: DISFOR, Department of Education Sciences, University of Genoa, Genoa, Italy su: Social work students Professional identity Professionalization Social work education Higher education Young adults Reflective learning sug: subj: Social work students Professional identity Professionalization Social work education Higher education Young adults Other Individual and Family Services Reflective learning keyword: higher education professional identity reflective journal reflective practice social work Work-integrated learning higher education professional identity reflective journal reflective practice social work Work-integrated learning ab: Interest in the reflective practitioner as a model of a 'good professional' has increased in several professional fields and is also valued within social work education as a key aspiration to address the uncertainties and challenges encountered in contemporary working environments. Reflecting on their own professional identity, as well as theories, values, and devices used in professional practice, can help practitioners deal with complex work demands and help students be better equipped to transition from university to work. Work-integrated learning (WIL) provides students with an opportunity to integrate academic learning with 'real-world' experiences to develop both valuable self-monitoring and professional self-constructive ability. This paper presents a case study in social work higher education in which WIL class-based teaching was combined with the use of reflective journals to explore the role of WIL in developing reflective practices for professional identity formation. 21 reflective journals by social work students are analysed. The findings suggest that teaching practices based on WIL enable professional identity formation by developing reflective practices, and that different learning conditions sustain specific dimensions of professional identity, i.e. professional expertise, membership to a professional community and sense of professional self. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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