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.
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http://dx.doi.org/10.1080/02615470701456442]

This study examines the reliability and validity of a measure of 'social orientation' indigenously developed from Chinese students of social work in Hong Kong. By administering two tests with Chinese social work students (n = 293 and n = 304) at associate degree level, the measure achieves strong internal consistency with r>0.75 and test–retest consistency with r>0.63. The instrument also has strong validity by attempting factor analysis of items generated from qualitative data in in-depth interviews. The development of this indigenous measure of 'social orientation' will contribute to an understanding of the authoritarian, relationship and 'other' orientation of Chinese social work students. The authors propose that this will be a crucial factor in influencing the response of Chinese students towards different teaching and learning approaches in social work education.
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http://dx.doi.org/10.1080/02615470601118613]

This paper attempts to discuss the Chinese cultural implications of the recently proposed document: 'Global Qualifying Standards for Social Work Education' by the IASSW and IFSW. It seems that this document still embraces an ideology of western social work imperialism in perceiving the development of social work in other countries. With reference to Chinese culture and social work education in Hong Kong and in mainland China, the writer advocates that responsibility and rights, stability and changes, social norms and equality, as well as empowerment and relation, should be fully articulated in the definition, ethical principles, and core purpose of social work practice as well as in the mission and curriculum in social work education within Chinese communities.
[Copyright of Social Work Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/0261547042000252316]