challenge-based learning (CBL)

  • Embodying Reflective Learning in Social Work Education

    Author: Irena Dychawy Rosner
    E-mail: irena.dychawy.rosner@mau.se
    Institution: Malmö University
    ORCID: https://orcid.org/0000-0002-0619-5326
    Year of publication: 2021
    Source: Show
    Pages: 25-39
    DOI Address: https://doi.org/10.15804/kie.2021.04.02
    PDF: kie/134/kie13402.pdf

    There is a growing academic tradition of employing strategies of reflective skills in social work education. Social professions are often dealing with the problems of vulnerability and complexity that exist when encountering clients’ needs. This article arises from the experiences of the author in providing reflective learning to health and social work students in Sweden. This study opens with evoking the concept of knowing and learning. It explores and discusses the epistemological basis of reflective learning to facilitate students’ knowledge creation, clinical reasoning and reflective learning in front-on planning interventions. Further, the study present an example of a reflection scheme matrix applied in the social work and social pedagogy bachelor educational programs at Malmö University to support student’s reflective learning and information gathering while planning social interventions for service receivers. During their reflective reasoning, students are supported in their process of reflection to gain control of the unsorted information and shape a base for their own internal experience while analysing the client’s situation. This article concludes with commentary about reflective learning potential including making sense of real professional situations, meaningful engagements and how to prepare students for professional operationalisation in complex, unpredictable situations.

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