Research

Cognitive change and learning from practice: A longitudinal study of social work students


Reference:

Gould, N., 1993. Cognitive change and learning from practice: A longitudinal study of social work students. Social Work Education: The International Journal, 12 (1), pp. 77-87.

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Official URL:

http://dx.doi.org/10.1080/02615479311220071

Abstract

Although agency-based practice accounts for approximately half of the period of qualifying education, relatively little is known about the cognitive changes which take place during placements. A longitudinal study of 18 social work students, using repertory grid technique as the primary research tool, finds that pre-entry experience and age significantly influence the pattern of formation of professional identity, and also the content of thinking about practice. Analysis of the pattern of structure and coherence of personal models of practice also suggests that transfer of learning may be a more problematic competence than conventionally recognised.

Details

Item Type Articles
CreatorsGould, N.
DOI10.1080/02615479311220071
DepartmentsFaculty of Humanities & Social Sciences > Social & Policy Sciences
Research CentresCentre for Analysis of Social Policy (CASP)
RefereedYes
StatusPublished
ID Code18166

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