The development of Researching Social Workers during Bachelor Education. Kim Iren Kroken, Evelyn Sandøy Ottesen, Elisabeth Willumsen

Transcription

1 The development of Researching Social Workers during Bachelor Education Kim Iren Kroken, Evelyn Sandøy Ottesen, Elisabeth Willumsen

2 Agenda Framework for higher education and social work The educational action research implemented in bachelor program What did we do? Reflections Helsinki

3 Higher education s role of service to society Make education and research more accessable to the general public Ensure that education and research are useful to society Contribute to change that promotes solidarity, equality and justice Students are in the centre when they are educated to citizens and active participants in society Helsinki

4 Higher education s responsibility Be open minded to meet social needs of the future society Practice research Shift of paradigm Pay attention to scientific research and social needs Real dialogue with citizens Helsinki

5 The framework Social work education is regulated by law and policy guidlines. The social welfare system have gone through a lot of changes. The education system have been evaluated the result from this is stated down in a report

6 Social workers research interest? Knowledge based practice? Modernising social work? We question that research results only to a limited degree are utilised in practice Helsinki

7 The concept of research mindedness (1) Research mindedness - A unifying concept which implies an ideal of a reflexive expert and a researching practitioner and practice research (Karvinen-Niinikoski, 2005) New understanding of expertise as networked expertise in terms of higher-level cognitive competencies, that arise from sustained collaborative efforts to solve problems and build knowledge together Helsinki

8 The concept of research mindedness (2) HE: research based education Practice: research based practice Research as the core of collaboration Mutual developed research activities Helsinki

9 The knowledge triangle education New knowledge innovation research

10 How we did it The practice approach

11 Field placement STUDENTS TUTORS (UiS) FIELD SUPERVISORS

12 Overview- Pilot project Information: Information Supervision group: Information: The research questions Questionnaires The students work with the field supervisors students and tutors Research questions was posted was theme at the course were sent out research questions was discussed on web to the field supervisors Presentation Des. Jan. Febr. Mar. Apr. May June

13 Progress December (2011): Information to the field supervisors January: Information to the students and the tutors (UiS) February: The research questions were discussed in the supervision group March: Information was posted on the web

14 April: The research questions was theme at the course for the field supervisors May: Questionnaire was sent out June: The students work in groups with the research questions. The groups present the work / findings to the other students

15 Reflection over our experiences

16 The positive angel Start with a little idea Research could be more narrowed than they first thought Kick start in getting to use research in their daily practice Create a awareness around research and using research as a tool in their daily approaches The weakest link Information given Lack of support and interest from the tutors from university A need for clarifying the design, aims and goals for the project.

17 The important role of the student

18 The goal for the future By increase the students research mindedness more practitioners will attend to practice research More practitioners will use research in their daily practice Change knowledge building to be more practice oriented new theory in social work To create new collaboration activities between research, education and practice