Learning and Professional Practice: A Study of Four Professions

Daley, Barbara J.

doi:10.1177/074171360105200104

Cited by 125 publications

(66 citation statements)

References 18 publications

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“…The knowledge of one group (n = 5) received overall low appraisals. Finding differences between students is not surprising in itself, because learning theoretical knowledge as part of professional development is a highly personal process (Daley 2001;Dall'Alba and Barnacle 2007;Hager and Hodkinson 2009). In this process, personal factors interact with elements of instructional design and other contextual factors.…”

Section: Discussionmentioning

confidence: 99%

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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: Discussionmentioning

confidence: 99%

“…Professional development is a highly personal and interactive process which is situated in the context of physical actions and professional communities (Daley 2001;Dall'Alba and Barnacle 2007;Hager and Hodkinson 2009). …”

Section: Learning Social Work Knowledge: Personal and Situatedmentioning

confidence: 99%

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

Bommel

Boshuizen

Kwakman

2012

Vocations and Learning

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“…Applying adult-learning principles helps learners make meaning of practice-based research by integrating knowledge and skills (Daley, 2001;Layne et al, 2009;Otto, Polutta, & Ziegler, 2009). In designing the advanced social work research course described here, the instructors adapted Layne et al's (2009) learning principles for research-informed practice to the process of learning to conduct practiceinformed research.…”

Section: Background For the Current Studymentioning

confidence: 99%

“…A constructivist perspective on learning suggests that educational activities should help students integrate thinking, feeling, and behavior. Daley's (2001) study of how knowledge becomes meaningful in practice for various professions including social work found that interaction with clients was often central to the process, especially if this involved an emotional encounter and/or challenged a practitioner's existing knowledge, beliefs, or assumptions. Reflection is central to processing experiences, exploring meaning, and deepening understanding.…”

Section: Effects Of Reflectionmentioning

confidence: 99%

Students’ Perceptions of Service-Learning in an Advanced Research Course

Deck¹,

Conner²,

Cambron³

2017

ASW

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“…Les intermittents ont tendance à révéler leur appartenance à leur profession et à leur régime de travail et non pas à une organisation de travail (Voyer, 2001). Même si le développement identitaire relève de l'interprétation subjective, il est influencé par les événements objectifs du parcours d'emploi et de formation, par les conditions sectorielles et les règles professionnelles égale-ment (R) (Bourdieu, 1986); par exemple, les normes de compétences ou d'accès à l'emploi déterminent certaines biographies (Herzenberg et collab., 2000;Daley, 2001).…”

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L’intermittence en emploi peut-elle être une expérience formatrice?

Voyer

2010

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Ce document est protégé par la loi sur le droit d'auteur. L'utilisation des services d'Érudit (y compris la reproduction) est assujettie à sa politique d'utilisation que vous pouvez consulter en ligne. RÉSUMÉCet article traite de l'expérience de formation de personnes en régime d'intermittence en emploi. L'auteure cherche à saisir si le changement répétitif d'emplois place ces personnes face à des situations de nouveauté propices à un apprentissage formateur. Cette question fait écho à une préoccupation qui concerne l'influence des conditions de la postmodernité sur l'identité professionnelle et les modes d'apprentissage. L'identité professionnelle est étudiée avec un cadre d'analyse multidisciplinaire qui permet de décrire les événements du parcours d'emploi et de formation ainsi que le processus de formation et l'acquisition de savoir. L'étude est effectuée dans une perspective exploratoire par étude de cas de professionnels, diplômés universitaires, en situation d'intermittence en emploi. Les résultats révèlent que des types d'engagement professionnel incitent plus que d'autres à vivre de la nouveauté. Mais, c'est l'observation de la temporalité longue qui permet véritablement d'estimer en quoi l'intermittence est génératrice d'une expérience formatrice. La perception de vivre du changement s'élabore au cours de l'histoire professionnelle et relève surtout de l'interprétation subjective. Le choix des activités formelles de formation continue s'effectue tout le long du parcours professionnel par adaptation. L'expérience formatrice s'incorpore au développement identitaire et elle est influencée par l'aptitude à se projeter dans l'avenir. ABSTRACT Can employment intermittence be an educational experience?Brigitte VOYER University of Quebec in Montreal, Québec, CanadaThis article explores the educational experiences of people on an employment intermittence regime. The author attempts to find out if repeated employment changes offer new situations favourable to learning. This question echoes a concern about the influence of postmodernism on professional identity and learning modes. Professional identity is studied within a multidisciplinary analysis framework that describes the events on a career and training path, along with the training process and the acquisition of knowledge. The study is conducted from an exploratory perspective through case studies of professionals who are university graduates and who are experiencing employment intermittence situations. The results reveal that some professional involvements are more likely than others to lead to new experiences. This observation of long-term temporality allows us to estimate the ways in which intermittence generates an educational experience. The perception of living with change develops over the course of a person's professional history and is mostly based on subjective interpretation. Through adaptation, the choice of formal continuous education activities takes place all along the career path. The educational experience is incorporated into the person's...

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Learning and Professional Practice: A Study of Four Professions

Cited by 125 publications

References 18 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

Students’ Perceptions of Service-Learning in an Advanced Research Course

L’intermittence en emploi peut-elle être une expérience formatrice?

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