TY - JOUR
T1 - Cognitive change and learning from practice: A longitudinal study of social work students
AU - Gould, N
PY - 1993
Y1 - 1993
N2 - 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.
AB - 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.
UR - http://dx.doi.org/10.1080/02615479311220071
U2 - 10.1080/02615479311220071
DO - 10.1080/02615479311220071
M3 - Article
SN - 0261-5479
VL - 12
SP - 77
EP - 87
JO - Social Work Education: The International Journal
JF - Social Work Education: The International Journal
IS - 1
ER -