Generating practice knowledge for social work education: A Teacher's Experience in Hong Kong

Generating practice knowledge for social work education: A Teacher's Experience in Hong Kong

• Sung Chan, Pauline Dept. of Applied Social Sciences, Hong Kong Polytechnic University

Social Work Education, 26(6), 601-615, 2007

Routledge

2007

• G 課程與教學:個別教學範疇
  • GH 運動科學、醫療康護及社會福利

Social Work Education Social Service Social Sciences -- Research Community Health Services Learning Theories in Education Active Learning Social Action Teachers Hong Kong China Action Research Practice Knowledge Practice Wisdom Reciprocal-Reflection Theory Scholar-Practitioner

• Hong Kong

• 1997.7 onwards

• 專上教育

An under-explored area in social work is the development of theories of social work education. The author has made use of her own teaching practice in Hong Kong, systematically experimenting with some of the experiential learning theories developed since the early 1990s, to generate practice knowledge. This paper presents two major findings of one of the author's action research experiences that shed light on the process by which learners who are experts in a particular approach to practice gain new practice knowledge. The first finding contributes to the theoretical understanding of one of the factors that can prevent learners from acquiring substantive knowledge. In particular, the distinct frames that both teachers and learners bring to their teaching-learning experience determine how well learners gain new substantive knowledge. The second finding contributes to the development of practice knowledge, revealing how ineffective teaching and learning can change so that learners can adopt new, more effective frames.
[Copyright of Social Work Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/02615470701456442]

• 英文

期刊論文

• 02615479

• 10.1080/02615470701456442

https://bibliography.lib.eduhk.hk/tc/bibs/cfd1d0e6

2010-09-08