The need for social workers to develop expertise in critical reflection is now a dominanttheme in the literature. How this expertise is achieved, however, remains under-exploredin an environment increasingly focused on outcomes, evidence of performance andteachers’ preoccupations with curriculum content and assessment. Students’ understandingof critical reflection and how, if at all, their social work education assists indeveloping this capacity, continue to be under-represented.Applying a ‘deep-learning’ framework, this article outlines an attempt to engage finalyear social work students in a teaching, learning and assessment exchange that promotescritical reflexivity. It presents the thinking behind the evolution of a unit focused on socialwork in public welfare and health settings. Using their final assessment exercise in whichthey are asked to review their learning, it then offers students’ responses to that unit. Inparticular, the paper highlights the personalised practice visions offered by students asthey seek to locate themselves, personally and professionally, before making the identitychallengingtransition from student to qualified practitioner.
|Journal||Social Work Education|
|Publication status||Published - 2007|