Anita Gulczyńska
Components of the Context Fostering a Transformative Learning in the Course of Social Work Education. The Case of a Socially Engaged Research
Číslo: 4/2023
Periodikum: Sociální práce
Klíčová slova: social work education, transformative learning (TL), socially engaged research, epistemological participation, critical reflection, empowerment, advocacy
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Anotace:
OBJECTIVES: As transformative learning (TL) is today considered an important component of
social work education and practice (e.g., Dempsey, Halton, Murphy, 2001), the article seeks the
possibilities of TL incorporation in the social work curriculum. The author argues that individual
projects of socially engaged qualitative research could be considered as one of them and reconstructs
the components of this research that fostered a researcher’s fundamental cognitive transformation.
THEORETICAL BASE: The theoretical reference is the concept of Transformative Learning
by Mezirow (Mezirow, 1978; 2000; 2009). METHODS: The reconstruction of socially engaged
study properties fostering TL was induced by autobiographical reflection rooted in data from
the field diary and notes of the research, in the course of which the crucial researcher’s identity
transformation had happened and was advanced. OUTCOMES: Components of a socially
engaged research context fostering TL in a social work researcher were uncovered and described.
SOCIAL WORK IMPLICATIONS: The traits of research context fostering TL reconstructed in
the paper could be translated and incorporated into social work education contexts, including the
methods of supervision of social work students’ individual research (B.A, M.A) research projects.
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social work education and practice (e.g., Dempsey, Halton, Murphy, 2001), the article seeks the
possibilities of TL incorporation in the social work curriculum. The author argues that individual
projects of socially engaged qualitative research could be considered as one of them and reconstructs
the components of this research that fostered a researcher’s fundamental cognitive transformation.
THEORETICAL BASE: The theoretical reference is the concept of Transformative Learning
by Mezirow (Mezirow, 1978; 2000; 2009). METHODS: The reconstruction of socially engaged
study properties fostering TL was induced by autobiographical reflection rooted in data from
the field diary and notes of the research, in the course of which the crucial researcher’s identity
transformation had happened and was advanced. OUTCOMES: Components of a socially
engaged research context fostering TL in a social work researcher were uncovered and described.
SOCIAL WORK IMPLICATIONS: The traits of research context fostering TL reconstructed in
the paper could be translated and incorporated into social work education contexts, including the
methods of supervision of social work students’ individual research (B.A, M.A) research projects.