Learning beyond compliance: a comparative analysis of two cohorts undertaking a first year social work module

2.50
Hdl Handle:
http://hdl.handle.net/10547/336243
Title:
Learning beyond compliance: a comparative analysis of two cohorts undertaking a first year social work module
Authors:
Bellinger, Avril; Kagawa, Fumiyo
Abstract:
This paper addresses a current gap in education for sustainable development (ESD), an international educational movement, with a particular focus on teaching and learning innovations. Reflecting upon the mainstream 'business as usual' approaches in the ESD discourse, theories and practices of transformative social work are considered to make a significant contribution to that end. Empirical research was conducted to examine a new pedagogical approach introduced within an established module taught in 9 different groups to first year UK Social Work students during the academic year of 2007/8. The core change investigated was the replacement of detailed weekly instructions for teaching staff. The new guide articulated a pedagogical framework for the course and outlined themes and objectives, leaving detailed planning and delivery to individual teachers. Explorations were made through a comparative analysis of the responses of teaching staff and students for pre- 2007/8 academic years and 2007/8 year respectively. Data were collected using both qualitative and quantitative research methodologies. The research findings include students' positive view towards the classroom-based learning and some indications of deeper and wider understanding of social justice. Staff reported a renewed sense of professionalism. This research illuminates the potential for learning beyond compliance within existing curriculum frameworks.
Affiliation:
University of Plymouth
Citation:
Bellinger, A., & Kagawa, F. (2012) 'Learning beyond compliance: a comporative analysis of two cohorts undertaking a first year social work module', Journal of Pedagogic Development, 2 (1), pp.40-50.
Publisher:
University of Bedfordshire
Journal:
Journal of pedagogic development
Issue Date:
Mar-2012
URI:
http://hdl.handle.net/10547/336243
Additional Links:
http://www.beds.ac.uk/jpd/volume-2-issue-1/learning-beyond-compliance-a-comparative-analysis-of-two-cohorts-undertaking-a-first-year-social-work-module
Type:
Article
Language:
en
Series/Report no.:
Volume 2; Issue 1
ISSN:
2047-3265
Appears in Collections:
Journal of Pedagogic Development

Full metadata record

DC FieldValue Language
dc.contributor.authorBellinger, Avrilen
dc.contributor.authorKagawa, Fumiyoen
dc.date.accessioned2014-11-27T12:43:15Z-
dc.date.available2014-11-27T12:43:15Z-
dc.date.issued2012-03-
dc.identifier.citationBellinger, A., & Kagawa, F. (2012) 'Learning beyond compliance: a comporative analysis of two cohorts undertaking a first year social work module', Journal of Pedagogic Development, 2 (1), pp.40-50.en
dc.identifier.issn2047-3265-
dc.identifier.urihttp://hdl.handle.net/10547/336243-
dc.description.abstractThis paper addresses a current gap in education for sustainable development (ESD), an international educational movement, with a particular focus on teaching and learning innovations. Reflecting upon the mainstream 'business as usual' approaches in the ESD discourse, theories and practices of transformative social work are considered to make a significant contribution to that end. Empirical research was conducted to examine a new pedagogical approach introduced within an established module taught in 9 different groups to first year UK Social Work students during the academic year of 2007/8. The core change investigated was the replacement of detailed weekly instructions for teaching staff. The new guide articulated a pedagogical framework for the course and outlined themes and objectives, leaving detailed planning and delivery to individual teachers. Explorations were made through a comparative analysis of the responses of teaching staff and students for pre- 2007/8 academic years and 2007/8 year respectively. Data were collected using both qualitative and quantitative research methodologies. The research findings include students' positive view towards the classroom-based learning and some indications of deeper and wider understanding of social justice. Staff reported a renewed sense of professionalism. This research illuminates the potential for learning beyond compliance within existing curriculum frameworks.en
dc.language.isoenen
dc.publisherUniversity of Bedfordshireen
dc.relation.ispartofseriesVolume 2en
dc.relation.ispartofseriesIssue 1en
dc.relation.urlhttp://www.beds.ac.uk/jpd/volume-2-issue-1/learning-beyond-compliance-a-comparative-analysis-of-two-cohorts-undertaking-a-first-year-social-work-moduleen
dc.subjectsocial justiceen
dc.subjectsocial worken
dc.subjecteducation for sustainable developmenten
dc.subjecttransformative learningen
dc.subjectcurriculum innovationen
dc.subjectcomplianceen
dc.subjectsocial work educationen
dc.titleLearning beyond compliance: a comparative analysis of two cohorts undertaking a first year social work moduleen
dc.typeArticleen
dc.contributor.departmentUniversity of Plymouthen
dc.identifier.journalJournal of pedagogic developmenten
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