Researching reflective practice: An example from post-qualifying social work education⊃[1]⊃

This source preferred by Lee-Ann Fenge and Keith Brown

Authors: Brown, K., Fenge, L.-A. and Young, N.

http://www.informaworld.com/smpp/content?content=10.1080/13596740500200212&waited=0

Journal: Research in Post-Compulsory Education

Volume: 10

Pages: 389-402

ISSN: 1359-6748

DOI: 10.1080/13596740500200212

Recent concern over the standard of social work practice, as evidenced by inquiries into child abuse cases, have led to something of a crisis in trust in the profession. As a result, there is now an emphasis on increasing practitioners' competency to practice in complex situations. Critical reflection is seen as key to achieving this increase in competence, and is stressed in both professional guidance and educational policy. National standards for continuing professional development encapsulated in post-qualifying social work awards formalise the processes of reflection on practice and learning through reflection. While most literature concentrates on reflection within the context of educational courses, the research presented in this article describes the extent to which practitioners use reflective and critical thinking skills in everyday practice. Analysis of qualitative interviews reveal that practitioners value the opportunity that post-qualifying awards provide to step back and reflect in-depth on a piece of practice, but that there is neither the time or often the support, to transfer these skills to everyday practice. Reflection emerges as an important tool for learning, but given the complex context of social work practice, it is important that it continues outside of formal education programmes. Barriers and enablers of this process are discussed.

This data was imported from Scopus:

Authors: Brown, K., Fenge, L.A. and Young, N.

Journal: Research in Post-Compulsory Education

Volume: 10

Issue: 3

Pages: 389-402

eISSN: 1747-5112

ISSN: 1359-6748

DOI: 10.1080/13596740500200212

Recent concern over the standard of social work practice, as evidenced by inquiries into child abuse cases, have led to something of a crisis in trust in the profession. As a result, there is now an emphasis on increasing practitioners' competency to practice in complex situations. Critical reflection is seen as key to achieving this increase in competence, and is stressed in both professional guidance and educational policy. National standards for continuing professional development encapsulated in post-qualifying social work awards formalise the processes of reflection on practice and learning through reflection. While most literature concentrates on reflection within the context of educational courses, the research presented in this article describes the extent to which practitioners use reflective and critical thinking skills in everyday practice. Analysis of qualitative interviews reveal that practitioners value the opportunity that post-qualifying awards provide to step back and reflect in-depth on a piece of practice, but that there is neither the time or often the support, to transfer these skills to everyday practice. Reflection emerges as an important tool for learning, but given the complex context of social work practice, it is important that it continues outside of formal education programmes. Barriers and enablers of this process are discussed. © 2005 Taylor and Francis Group, LLC.

The data on this page was last updated at 04:42 on November 20, 2017.