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Student imagery of practice in social work and teacher education: A comparative research approach


Reference:

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.

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Abstract

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.

Details

Item Type Articles
CreatorsGould, N.and Harris, A.
DepartmentsFaculty of Humanities & Social Sciences > Social & Policy Sciences
Research CentresCentre for Analysis of Social Policy (CASP)
RefereedYes
StatusPublished
ID Code18159

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