Formalizing the Unformalized: Practitioners' Communication of Knowledge in Practice

Osmond, Jennifer; O’Connor, Ian

doi:10.1093/bjsw/bch084

Cited by 51 publications

(43 citation statements)

References 13 publications

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“…This is an indication that the majority of students need more explicit knowledge instruction and help in recognising theoretical knowledge in practice and explicating it in a well-structured, analytical manner. The latter is a real challenge for practice, as it is known from research that social workers tend to express their knowledge in an informal way, as did our participants (Osmond and O'Connor 2004). We conclude that constructivist learning is not beneficial or adverse for all students alike.…”

Section: Discussionsupporting

confidence: 51%

Appraising the Qualities of Social Work Students’ Theoretical Knowledge: A Qualitative Exploration

Bommel

Boshuizen

Kwakman

2012

Vocations and Learning

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Higher professional education aims to prepare students for entering practice with an adequate theoretical body of knowledge. In constructivist programmes, authentic learning contexts and self-directed learning are assumed to support knowledge learning and the transition from education to practice. Through an in-depth exploration, this case study aimed at defining and assessing the qualities of social work students' theoretical knowledge at initial qualification.Participants were final-year bachelor's students (n=18) in a constructivist professional programme of social work. Students' knowledge concerning a real-life practical case was elicited through an interview and a form of concept mapping. A six-step procedure was used for a qualitative appraisal of students' knowledge with the assistance of seven expert teachers. During this procedure an instrument for analysing knowledge qualities was developed, comprising 13 aspects representing four features of expert knowledge: extent, depth, structure, and critical control. Results showed that 13 students received high appraisals for their knowledge extent and depth. Only 4 students received high appraisals for knowledge structure and critical control. 5 Students who received overall lower appraisals seemed inhibited to show their knowledge qualities by preoccupations with self-concerns about their own professional role. Conclusion is that the majority of students needs more learning support for knowledge structure and critical control than offered by their constructivist programme. Further research is needed into the personal factors that influence students' theoretical knowledge learning and which knowledge qualities can be reached by young adults in a four year educational programme.Keywords Theoretical knowledge -Higher professional education -Social workQualitative research -Constructivist education. Van Bommel et al. Qualities of Social Work Students' knowledge 3 Theoretical knowledge in constructivist educationIn higher professional education theoretical knowledge is an important part of the professional knowledge base that is required for initial qualification. Theoretical knowledge consists of facts, concepts, principles and theories, and is important for two reasons (Novak 1998; Tynjälä 2009 effort. Yet it is deemed essential for high quality practice performance (Eraut 1994).Therefore the field of our study, social work education, has a long tradition of using authentic learning contexts, of incorporating substantial periods in practice, and of encouraging active ways of learning. Authentic problems and tasks and active, self-directed learning have been Social work knowledgeIn social work, the role and status of theoretical knowledge is determined by the domain's ill- concerns keeping one's knowledge up to date. As expertise develops, knowledge tends to become routinized, intuitive and implicit or, ultimately, tacit and very difficult to explicate (Schön 1983). Critical control has become more important with increasing speed of knowledge develop...

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Section: Discussionsupporting

confidence: 51%

Appraising the Qualities of Social Work Students’ Theoretical Knowledge: A Qualitative Exploration

Bommel

Boshuizen

Kwakman

2012

Vocations and Learning

View full text Add to dashboard Cite

show abstract

“…This is not an unexpected finding. According to Osmond and O'Connor (2004), social workers are inclined to use informal language when describing what they know. However, it is an important finding because a lack of formal language inhibits social workers from fully functioning at a bachelor's level, that is, to present their work in a professional way, to share knowledge with other professionals, to account for their actions, to examine practice critically, and to negotiate between the different discourses and interests in society (Edwards 1998;Foucault 1980;Irving 2009;Wheelahan, 2010).…”

Section: Discussionmentioning

confidence: 99%

Experiences of social work students with learning theoretical knowledge in constructivist higher vocational education: a qualitative exploration

Bommel

Kwakman

Boshuizen

2012

Journal of Vocational Education & Training

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“…However, their own practical expertise is insufficiently articulated in the social debate. Osmond and O'Connor (2004) claim that 'in the current environment, an incapacity to articulate what we know places us at a considerable disadvantage'. Welfare workers, for instance, often note differences in interpretation concerning the kinds of problems and the nature of necessary interventions.…”

Section: Controversial Professionalismmentioning

confidence: 99%

Policy, People, and the New Professional : De-professionalisation and Re-professionalisation in Care and Welfare

Duyvendak¹,

Knijn²,

Kremer³

2006

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Formalizing the Unformalized: Practitioners' Communication of Knowledge in Practice

Cited by 51 publications

References 13 publications

Appraising the Qualities of Social Work Students’ Theoretical Knowledge: A Qualitative Exploration

Appraising the Qualities of Social Work Students’ Theoretical Knowledge: A Qualitative Exploration

Experiences of social work students with learning theoretical knowledge in constructivist higher vocational education: a qualitative exploration

Policy, People, and the New Professional : De-professionalisation and Re-professionalisation in Care and Welfare

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