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© British Association of Social Workers

Student Imagery of Practice in Social Work and Teacher Education: A Comparative Research Approach

NICK GOULD and ALMA HARRIS

Dr Nick Gould is a Senior Lecturer in Social Work and Deputy Director of the Social Services Research and Development Unit (SSRADU) at the University of Bath

Dr Alma Harris is Staff Tutor in Education at the Open University

Correspondence to Dr N. Gould, SSRADU, University of Bath, The New Church, Henry St, Bath BA1 1JR

Summary

Within the fields of adult and professional education, the last ten years have seen the development of the reflective learning paradigm. This refutes a technical-rational model of the relationship between theory and practice, and proposes that practitioner knowledge is experientially constructed and organized through the schemata of imagery and metaphor. This paper outlines some findings 6om a comparative research study of social work and teaching students which adopted a phenomenological approach to understanding the self-imagery of student practitioners and its relationship to prior experience. Some implications for social worker education are considered, including the concept of ‘imaginization’—derived horn postmodernist organizational theory—as a strategy for empowerment.


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