Developing common ground for a sustainable knowledge base for social work education in the Netherlands

Kloppenburg, Raymond; Bommel, Marijke van; Jonge, Ed de

doi:10.1080/02615479.2018.1529154

Cited by 8 publications

(8 citation statements)

References 11 publications

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“…The latter group of students found that online working militated against the types of relationshipbased ways of practice they had envisaged in the field, whereas others accepted this diminution in personal contact, and looked to the new skills they had developed in a virtual environment. Such findings can be located within key literature such as Kloppenburg et al (2018) who advised that learning through exposure to academic and professional communities remains. Tacit skills (LeClus, 2011) might also be learnt via online interaction, but the incidental learning and serendipitous encounters where informal knowledge might be exchanged are absent in such forums.…”

Section: Discussionmentioning

confidence: 76%

“…The above quotes demonstrate that students could not make use of the opportunistic and serendipitous ways of learning seen as so important by Hyams and Sadique (2014), and they also missed out on the essential daily interactions with peers and supervisors (Marsick and Watkins, 2001). Similarly, Kloppenburg et al (2018) advised that learning through exposure to academic and professional communities remains crucial for social work education, acknowledging that "the reduction of participation in this community inevitably leads to an erosion of the learning environment for social work students" (p. 16). The opportunities for tacit learning, situated within social encounters and serendipitous interactions with co-workers (LeClus, 2011), were significantly diminished.…”

Section: Discussion Of Findings the Diverse Impacts Of Remote Working On Student Learning During Placementmentioning

confidence: 99%

“…Prior to the COVID-19 lockdown and its associated move to online working, students have always been able to benefit from this "opportunistic, unplanned, and often serendipitous" way of learning (Hyams and Sadique, 2014, p. 440); Marsick and Watkins (2001) also emphasized the importance of everyday interactions and incidental learning with peers and supervisors. Similarly, Kloppenburg et al (2018) advised that learning through exposure to academic and professional communities remains crucial for social work education, acknowledging that "the reduction of participation in this community inevitably leads to an erosion of the learning environment for social work students" (p. 16). The opportunities for tacit learning, situated within everyday social encounters and interactions with co-workers (LeClus, 2011), were significantly reduced for students during the pandemic.…”

Section: Literature Reviewmentioning

confidence: 99%

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Complexities in Student Placements Under COVID-19 Moral and Practical Considerations

Sarbu

Unwin

2021

Front. Educ.

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The work placement experiences of MA and BA social work students at an English university during a pandemic were explored by way of an online survey. Thirteen students responded and reported that the moral and practical consequences of a sudden forced move to the “new normal” of online working and assessment raised serious issues about the boundary between home and work life, and about the relationship-based nature of the career they thought they were entering. Experiences of moral and practical support from agencies were mixed, and a lack of consistency across different placement agencies led to feelings of unfairness in the students’ experience. Opportunities for incidental and tacit forms of learning were lacking in online working environments and students were strong of the belief that the future of social work would entail a permanent locus shift from community work to online interaction regarding the people (service users and carers) with whom they worked. This shift was largely perceived in terms of loss and a further diminution in relationship-based practice in English social work services, which have increasingly been dominated by a task and performance management culture before the onset of COVID-19.

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Section: Discussionmentioning

confidence: 76%

Section: Discussion Of Findings the Diverse Impacts Of Remote Working On Student Learning During Placementmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

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Complexities in Student Placements Under COVID-19 Moral and Practical Considerations

Sarbu

Unwin

2021

Front. Educ.

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“…This approach provides an overview of documents in a systematic fashion (Weber, 1990) and the identification of patterns in the documents (Stemler & Bebell, 1999), allowing inferences to be made and corroborated using other methods of data collection, as well as further in-depth content analysis (Pettersson, 2014). The term knowledge base has been used to denote a body of generic knowledge to be mastered by students (Kloppenburg, van Bommel, & de Jonge, 2019); teachers' beliefs, orientations, and cognitions (Beijaard & Verloop, 1996); and the shared knowledge of the teaching profession (Campbell- Barr, 2018;Hermansen & Mausethagen, 2016). Young and Muller (2013) also likened the knowledge base of social scientists to the powerful knowledge of surgeons who know where to insert the scalpel based on their specialized understanding of anatomy and physiology.…”

Section: Methodsmentioning

confidence: 99%

Social and emotional skills in curriculum reform: a red line for measurability?

Restad

Mølstad

2020

Journal of Curriculum Studies

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This article applies a current example of curriculum reform to investigate mechanisms driving the push for international comparative assessment of social and emotional skills in contemporary education. Using a combination of bibliometric and content analysis the article identifies key sources in the recent Norwegian curriculum reform. The article considers how understanding and measurability of social and emotional skills is negotiated in policy documents and the cited knowledge base. Nine international sources are identified in the policy documents underlying the reform. Arguments from these sources are compared with arguments in policy documents to demonstrate overlap and potential misalignment. The final curriculum is found to be in non-alignment with the knowledge base that supports of a broad understanding of social and emotional skills and the measurement of such skills in schools. Drawing on critical realism the authors argue that Norwegian policymakers have rejected the global push for comparative assessment. They have drawn a red line to prevent social and emotional skills from becoming part of students' subject competence and to protect students from standardized assessment of such skills in schools. This position represents a strong case against measurability that may influence ongoing debates on quantification and comparisons in education.

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“…However, it is undeniable that the measures, in particular social distancing and disconnection from professional practice, had and still have far-reaching consequences for social work education. The mutual reinforcement of academic and practice learning-which includes the process of socialization in the academic and professional community of social work, learning through exposure to complex and ill structured social practice and through reflection on the alignment between scientific knowledge, practice knowledge and service users knowledge-is crucial to social work education (Kloppenburg et al, 2018). Therefore, the reduction of the participation in this community inevitably leads to an erosion of the learning environment for social work students.…”

Section: The Impact Of the Covid-19 Pandemic And Policy On Dutch Socimentioning

confidence: 99%

The impact of the COVID-19 pandemic on social work education and practice in the Netherlands

Jonge¹,

Kloppenburg²,

Hendriks³

2020

Social Work Education

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During the first half of 2020, the outbreak of the COVID-19 virus had a huge global impact. The physical health of many was (often severely) threatened and affected, resulting in numerous deaths. Furthermore, all aspects of human coexistence came under pressure, such as economic activities and material living conditions, psychological well-being and social contacts, human rights and democratic decision-making, international political relations and global solidarity. As in other parts of the world, COVID-19 kept the Netherlands in its grip.In this article we would like to address the following questions:-What impact did pandemic and policy have on Dutch social work education and how was this experienced by students?-What was the impact of pandemic and policy on social work practices and what were its challenges for social professionals?-What does this all mean for the future of social work education, since it has to take the present concerns of students into account as well as prepare them for social work practice in the near future? ARTICLE HISTORY

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Developing common ground for a sustainable knowledge base for social work education in the Netherlands

Cited by 8 publications

References 11 publications

Complexities in Student Placements Under COVID-19 Moral and Practical Considerations

Complexities in Student Placements Under COVID-19 Moral and Practical Considerations

Social and emotional skills in curriculum reform: a red line for measurability?

The impact of the COVID-19 pandemic on social work education and practice in the Netherlands

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