The Experts below are selected from a list of 117264 Experts worldwide ranked by ideXlab platform
Barry Fearnley - One of the best experts on this subject based on the ideXlab platform.
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becoming a reflexive and reflective practice educator considering theoretical constructs of bronfenbrenner and bourdieu for Social Work Student field placements
Social Work Education, 2020Co-Authors: Barry FearnleyAbstract:Social Work Student field placements can be challenging, demanding and at times complex, for both the Student and practice educator. In this paper a model of practice education will be proposed tha...
Carrasco M B - One of the best experts on this subject based on the ideXlab platform.
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Is there a shared Social Work signature pedagogy cross nationally? Using a case study methodology to explore signature pedagogy in England, Israel, Finland, Spain and Sweden
'Informa UK Limited', 2020Co-Authors: Wallengren-lynch M, Chen H L, Muurinen H, Segev E, Hollertz K, Bengtsson A R, Thomas R, Carrasco M BAbstract:While there is an international definition of Social Work as a profession, little is known about whether there is also a shared pedagogy in Social Work cross-nationally. To our knowledge, this paper is the first empirical study which aims to fill this gap by applying the concept of signature pedagogy in Social Work education to explore the commonality of Social Work pedagogy across countries. The study uses a multi-site case study (six universities in five European countries) through applying a ‘critical teacher-researcher’ approach in generating the data, followed by a two-phased thematic analysis. The study evidenced a shared principle of Social Work pedagogy which nurtures Social Work Student to think and perform like a Social Worker and develop the professional self through developing relationships and dialogue, professional practice, group Work, self-reflection and critical thinking. It is argued from, this exploratory study, that even between countries which have different welfare ideology as well as Social Work history and education systems, there is some common ground in Social Work pedagogy where one can learn from another through the use of ‘teacher as researcher’ methodologically
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Is there a shared Social Work signature pedagogy cross nationally? Using a case study methodology to explore signature pedagogy in England, Israel, Finland, Spain and Sweden : Finns det en ‘signatur-pedagogik' för hur Socialt arbete lärs ut i olika länder? - Att använda en case study metodik för att utforska ‘signatur-pedagogik' för Socialt arbete i länderna England, Israel, Finland, Spanien och Sverige
'Informa UK Limited', 2020Co-Authors: Wallengren-lynch Michael, Chen H L, Muurinen H, Segev E, Hollertz K, Bengtsson A R, Thomas R, Carrasco M BAbstract:While there is an international definition of Social Work as a profession, little is known about whether there is also a shared pedagogy in Social Work cross-nationally. To our knowledge, this paper is the first empirical study which aims to fill this gap by applying the concept of signature pedagogy in Social Work education to explore the commonality of Social Work pedagogy across countries. The study uses a multi-site case study (six universities in five European countries) through applying a ‘critical teacher-researcher’ approach in generating the data, followed by a two-phased thematic analysis. The study evidenced a shared principle of Social Work pedagogy which nurtures Social Work Student to think and perform like a Social Worker and develop the professional self through developing relationships and dialogue, professional practice, group Work, self-reflection and critical thinking. It is argued from, this exploratory study, that even between countries which have different welfare ideology as well as Social Work history and education systems, there is some common ground in Social Work pedagogy where one can learn from another through the use of ‘teacher as researcher’ methodologically.Det finns en internationell definition av Socialt arbete som profession men vi vet mindre om huruvida det finns en gemensam pedagogik i hur Socialt arbete lärs ut mellan länder. Utifrån vår kännedom är detta det första paper som genom en empirisk studie utforskar vad vi har gemensamt i hur vi lär ut Socialt arbete. Studien använder en multi-site case study (sex universitet i fem europeiska länder) genom att använda ”critical teacher researcher” som metod för att samla in data som sedan följs av en tematisk analys i två steg. Studien visade ett gemensamt förhållningssätt i den pedagogik som lär ut Socialt arbete där vi alla fokuserar på att ge Studenterna en förmåga att tänka och verka som Socialarbetare och utveckla det professionella ”jaget” genom att utveckla relationer och dialog, professionell praktik, grupparbete, självreflektion och kritiskt tänkande. Det finns, utifrån den här utforskande studien, grund för att påstå att även länder som inte har en gemensam välfärdsideologi, historik eller utbildningssystem, ändå har några gemensamma principer i pedagogiken i Socialt arbete där vi kan lära från varandra genom att använda ”teacher as reasercher” metoden
Loretta Vitale Saks - One of the best experts on this subject based on the ideXlab platform.
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field notes a conceptual application of attachment theory and research to the Social Work Student field instructor supervisory relationship
Journal of Social Work Education, 2006Co-Authors: Susanne Bennett, Loretta Vitale SaksAbstract:This article conceptualizes an attachment-based model of the Student–field instructor relationship, based on empirical research concerning internal Working models of attachment, which continue into adulthood and serve as templates for life-long relating. Supportive relationships within a noncritical context are salient for effective supervision; attachment theory provides a frameWork for developing supportive supervisory relationships and augments existing theories of supervision. Ideal and problematic supervisory relationships are presented followed by recommendations for interventions and future research. The supervisory relationship will be most successful when the field instructor is guided by attachment theory and its conceptualization of a "secure base" (Bowlby, 1988).
Thomas R - One of the best experts on this subject based on the ideXlab platform.
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Is there a shared Social Work signature pedagogy cross nationally? Using a case study methodology to explore signature pedagogy in England, Israel, Finland, Spain and Sweden
'Informa UK Limited', 2020Co-Authors: Wallengren-lynch M, Chen H L, Muurinen H, Segev E, Hollertz K, Bengtsson A R, Thomas R, Carrasco M BAbstract:While there is an international definition of Social Work as a profession, little is known about whether there is also a shared pedagogy in Social Work cross-nationally. To our knowledge, this paper is the first empirical study which aims to fill this gap by applying the concept of signature pedagogy in Social Work education to explore the commonality of Social Work pedagogy across countries. The study uses a multi-site case study (six universities in five European countries) through applying a ‘critical teacher-researcher’ approach in generating the data, followed by a two-phased thematic analysis. The study evidenced a shared principle of Social Work pedagogy which nurtures Social Work Student to think and perform like a Social Worker and develop the professional self through developing relationships and dialogue, professional practice, group Work, self-reflection and critical thinking. It is argued from, this exploratory study, that even between countries which have different welfare ideology as well as Social Work history and education systems, there is some common ground in Social Work pedagogy where one can learn from another through the use of ‘teacher as researcher’ methodologically
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Is there a shared Social Work signature pedagogy cross nationally? Using a case study methodology to explore signature pedagogy in England, Israel, Finland, Spain and Sweden : Finns det en ‘signatur-pedagogik' för hur Socialt arbete lärs ut i olika länder? - Att använda en case study metodik för att utforska ‘signatur-pedagogik' för Socialt arbete i länderna England, Israel, Finland, Spanien och Sverige
'Informa UK Limited', 2020Co-Authors: Wallengren-lynch Michael, Chen H L, Muurinen H, Segev E, Hollertz K, Bengtsson A R, Thomas R, Carrasco M BAbstract:While there is an international definition of Social Work as a profession, little is known about whether there is also a shared pedagogy in Social Work cross-nationally. To our knowledge, this paper is the first empirical study which aims to fill this gap by applying the concept of signature pedagogy in Social Work education to explore the commonality of Social Work pedagogy across countries. The study uses a multi-site case study (six universities in five European countries) through applying a ‘critical teacher-researcher’ approach in generating the data, followed by a two-phased thematic analysis. The study evidenced a shared principle of Social Work pedagogy which nurtures Social Work Student to think and perform like a Social Worker and develop the professional self through developing relationships and dialogue, professional practice, group Work, self-reflection and critical thinking. It is argued from, this exploratory study, that even between countries which have different welfare ideology as well as Social Work history and education systems, there is some common ground in Social Work pedagogy where one can learn from another through the use of ‘teacher as researcher’ methodologically.Det finns en internationell definition av Socialt arbete som profession men vi vet mindre om huruvida det finns en gemensam pedagogik i hur Socialt arbete lärs ut mellan länder. Utifrån vår kännedom är detta det första paper som genom en empirisk studie utforskar vad vi har gemensamt i hur vi lär ut Socialt arbete. Studien använder en multi-site case study (sex universitet i fem europeiska länder) genom att använda ”critical teacher researcher” som metod för att samla in data som sedan följs av en tematisk analys i två steg. Studien visade ett gemensamt förhållningssätt i den pedagogik som lär ut Socialt arbete där vi alla fokuserar på att ge Studenterna en förmåga att tänka och verka som Socialarbetare och utveckla det professionella ”jaget” genom att utveckla relationer och dialog, professionell praktik, grupparbete, självreflektion och kritiskt tänkande. Det finns, utifrån den här utforskande studien, grund för att påstå att även länder som inte har en gemensam välfärdsideologi, historik eller utbildningssystem, ändå har några gemensamma principer i pedagogiken i Socialt arbete där vi kan lära från varandra genom att använda ”teacher as reasercher” metoden
Bengtsson A R - One of the best experts on this subject based on the ideXlab platform.
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Is there a shared Social Work signature pedagogy cross nationally? Using a case study methodology to explore signature pedagogy in England, Israel, Finland, Spain and Sweden
'Informa UK Limited', 2020Co-Authors: Wallengren-lynch M, Chen H L, Muurinen H, Segev E, Hollertz K, Bengtsson A R, Thomas R, Carrasco M BAbstract:While there is an international definition of Social Work as a profession, little is known about whether there is also a shared pedagogy in Social Work cross-nationally. To our knowledge, this paper is the first empirical study which aims to fill this gap by applying the concept of signature pedagogy in Social Work education to explore the commonality of Social Work pedagogy across countries. The study uses a multi-site case study (six universities in five European countries) through applying a ‘critical teacher-researcher’ approach in generating the data, followed by a two-phased thematic analysis. The study evidenced a shared principle of Social Work pedagogy which nurtures Social Work Student to think and perform like a Social Worker and develop the professional self through developing relationships and dialogue, professional practice, group Work, self-reflection and critical thinking. It is argued from, this exploratory study, that even between countries which have different welfare ideology as well as Social Work history and education systems, there is some common ground in Social Work pedagogy where one can learn from another through the use of ‘teacher as researcher’ methodologically
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Is there a shared Social Work signature pedagogy cross nationally? Using a case study methodology to explore signature pedagogy in England, Israel, Finland, Spain and Sweden : Finns det en ‘signatur-pedagogik' för hur Socialt arbete lärs ut i olika länder? - Att använda en case study metodik för att utforska ‘signatur-pedagogik' för Socialt arbete i länderna England, Israel, Finland, Spanien och Sverige
'Informa UK Limited', 2020Co-Authors: Wallengren-lynch Michael, Chen H L, Muurinen H, Segev E, Hollertz K, Bengtsson A R, Thomas R, Carrasco M BAbstract:While there is an international definition of Social Work as a profession, little is known about whether there is also a shared pedagogy in Social Work cross-nationally. To our knowledge, this paper is the first empirical study which aims to fill this gap by applying the concept of signature pedagogy in Social Work education to explore the commonality of Social Work pedagogy across countries. The study uses a multi-site case study (six universities in five European countries) through applying a ‘critical teacher-researcher’ approach in generating the data, followed by a two-phased thematic analysis. The study evidenced a shared principle of Social Work pedagogy which nurtures Social Work Student to think and perform like a Social Worker and develop the professional self through developing relationships and dialogue, professional practice, group Work, self-reflection and critical thinking. It is argued from, this exploratory study, that even between countries which have different welfare ideology as well as Social Work history and education systems, there is some common ground in Social Work pedagogy where one can learn from another through the use of ‘teacher as researcher’ methodologically.Det finns en internationell definition av Socialt arbete som profession men vi vet mindre om huruvida det finns en gemensam pedagogik i hur Socialt arbete lärs ut mellan länder. Utifrån vår kännedom är detta det första paper som genom en empirisk studie utforskar vad vi har gemensamt i hur vi lär ut Socialt arbete. Studien använder en multi-site case study (sex universitet i fem europeiska länder) genom att använda ”critical teacher researcher” som metod för att samla in data som sedan följs av en tematisk analys i två steg. Studien visade ett gemensamt förhållningssätt i den pedagogik som lär ut Socialt arbete där vi alla fokuserar på att ge Studenterna en förmåga att tänka och verka som Socialarbetare och utveckla det professionella ”jaget” genom att utveckla relationer och dialog, professionell praktik, grupparbete, självreflektion och kritiskt tänkande. Det finns, utifrån den här utforskande studien, grund för att påstå att även länder som inte har en gemensam välfärdsideologi, historik eller utbildningssystem, ändå har några gemensamma principer i pedagogiken i Socialt arbete där vi kan lära från varandra genom att använda ”teacher as reasercher” metoden