Learning beyond compliance: a comparative analysis of two cohorts undertaking a first year social work module
AffiliationUniversity of Plymouth
education for sustainable development
social work education
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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.
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.
PublisherUniversity of Bedfordshire
JournalJournal of pedagogic development
Series/Report no.Volume 2
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