Student imagery of practice in social work and teacher education: A comparative research approach
Gould, N. and Harris, A., 1996. Student imagery of practice in social work and teacher education: A comparative research approach. The British Journal of Social Work, 26 (2), pp. 223-238.
Related documents:This repository does not currently have the full-text of this item.
You may be able to access a copy if URLs are provided below.
Within the fields of adult and professional education, the last ten years have seen the development of the reflective learning paradigm. This refutes a technical-rational model of the relationship between theory and practice, and proposes that practitioner knowledge is experientially constructed and organized through the schemata of imagery and metaphor. This paper outlines some findings 6om a comparative research study of social work and teaching students which adopted a phenomenological approach to understanding the self-imagery of student practitioners and its relationship to prior experience. Some implications for social worker education are considered, including the concept of ‘imaginization’—derived horn postmodernist organizational theory—as a strategy for empowerment.
|Creators||Gould, N.and Harris, A.|
|Departments||Faculty of Humanities & Social Sciences > Social & Policy Sciences|
|Research Centres||Centre for Analysis of Social Policy (CASP)|
Actions (login required)