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.

Autor/inn/en	Wallengren-Lynch, M.; Chen, H. L.; Muurinen, H.
Titel	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.
Quelle	In: European journal of social work, 25 (2022) 2, S. 316-328 PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben; Tabellen
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1369-1457; 1468-2664
DOI	10.1080/13691457.2020.1760795
Schlagwörter	Wissen; Empirische Untersuchung; Curriculum; Dialog; Professionalisierung; Studium; Wissen; Hochschule; Internationalität; Curriculum; Professionalisierung; Studium; Hochschule; Beziehungsarbeit; Soziale Arbeit; Internationalität; Dialog
Abstract	While there is an international definition of social work as a profession, little is known about whether there is 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 students 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.
Erfasst von	Deutsches Zentralinstitut für soziale Fragen, Berlin
Update	2023/1