THEORY AND PRACTICE, EDUCATION AND WORKPLACE

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THEORY AND PRACTICE, EDUCATION AND WORKPLACE

• Forsa 2006, Helsinki, Finland
• Maria Tapola-Haapala
• University of Helsinki
• maria.tapola_at_helsinki.fi

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Address of these slides

• http//www.mv.helsinki.fi/home/
• mtapola/esityksia

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Professional licentiate education

• The network arranges studies leading to the
  professional licentiate degree in either social
  or political sciences, with the programmes
  building on the masters degree which students
  have complemented to become qualified social
  workers. The licentiate degree comprises
  professional, scientifically oriented
  postgraduate education in a special field of
  social work. The aim of the degree is to
  strengthen the scientific foundation of
  professional practice and to promote professional
  skills that draw on a research-oriented approach
  to social work.
• The degree programme can be completed in four
  years and it can be carried out while working. It
  is intended for practitioners who have completed
  their Masters degree in social work and who have
  at least two years of work experience in social
  work. Active supervision at work is part of the
  programme. The degree consists of studies in
  research methodology, studies in the special
  field of social work, optional courses, and
  licentiate thesis. (http//www.sosnet.fi/?deptid1
  6042)

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Professional licentiate education

• A pilot project in the specialized field of
  Social Work with Children and Youth began in
  2000. Programmes in Social Work in the Area of
  Marginalisation and Empowering Social Work began
  in 2001. A programme in Community Social Work and
  the second programme in Social Work with Children
  and Youth has begun in early 2004. Twenty-five
  students were selected for each area of
  specialization. (http//www.sosnet.fi/?deptid1604
  2)

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Research on the education

• The experiences of all 25 students of the pilot
  group of the education
• The research material consists of interviews made
  at the different phases of the education
• The collection of research material was arranged
  by professor Mirja Satka

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University /Social office
SOCIAL OFFICE
UNIVERSITY
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Two trends in social work education

• Competence based education
• Reflective professionality

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Studentsmotives for the education

• The students tell they wanted to start the
  education above all in order to strengthen their
  professional expertise.
• Only a few students say their motive was to
  foster their career.

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Taylor (1983)

• Vocational learning orientation
• Academic -
• Personal
• Social

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Interest in doctoral studies

• Has not considered doctoral studies 12 students
• Has considered doctoral studies
• 9 students
• Has started doctoral studies (but droped out
  for some reason) 4 students

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The most important instruction strategies
according to the students

• LECTURES 10 students
• DISCUSSIONS 6 students
• READING 3 students
• WRITING 3 students
• READING, WRITING and THE WHOLE PROCESS THEY
  START 2 students
• WORKING AT THE WORKPLACE
• 1 student

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The most important instruction strategies
according to the students

• Lectures seem to be an important instruction
  strategy
• But there are good and worse lectures!
• A lecture is good when the lecturer communicates
  with the hearers, when he or she furthers
  discussion and when the content of the lecture
  has a living link to social workers experiences
  at their work.
• With one phrase lectures are not only important
  because they offer new information but because
  they foster students own thinking.

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The most important instruction strategies
according to the students

• There is same kind of double meaning also in
  relation to discussions, reading and writing.
• Discussions tell about the fact that students
  seem to be important teachers to each other !

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Students and the education

• The students see the education in different ways
  many think it fosters their own thinking and they
  are treated as professionals not only as
  students -
• but there are also some students who say the
  education is based on a very traditional,
  behavioristic, view of learning which is
  depressing.

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Workplace and the education

• It is important for the students that the
  education supports them to reflect on their own
  work experiences and ways of working.
• On the other hand the institutional links between
  the education and the workplaces are weak. Is
  that a good or a bad thing?

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Questions

• What kind of special know how do theachers need
  to support the professional development of
  experienced social workers?
• How to make sure the students have time for the
  studies?
• How to support discussions of the contents of the
  education at workplaces?
• How to support the studentsroles as social
  actors?
• What kind of effects does the education have on
  work tasks and salary?