Reflexive practice learning as the potential to become a competent future practitioner

Kodele, Tadeja (author), Mešl, Nina (author)

The article presents an example of social work education, in which reflexive practice learning was used to help students work competently in professional practice. Within an action research project, new forms of mentoring support for students working with families facing multiple challenges were developed as part of their practice learning. This paper presents the results of a qualitative analysis of the students’ reflections on mentoring meetings. Content analysis was used for data analysis. The analysis shows that practice learning should be framed as a reflexive dialogue between mentors and students. Students need opportunities to share experiences and expand their knowledge with other students in small mentoring groups. The continuous and concrete support that the mentoring group provided to the students in practice enabled them to deal with the sense of uncertainty that often arises in collaborative processes of help.

• Language: English
• Keywords: mentoring, social work, practice learning, reflexive approach
• Work type: Article
• Typology: 1.01 - Original Scientific Article
• Organization: FSD - Faculty of Social Work
• Publication status: Published
• Publication version: Version of Record
• Publication date: 01.01.2024
• Year: 2024
• Number of pages: Str. 63-84
• Numbering: Vol. 14, no. 2
• PID: 20.500.12556/RUL-167440
• UDC: 37.091.3:36
• ISSN on article: 1855-9719
• DOI: 10.26529/cepsj.1445
• COBISS.SI-ID: 155643651
• Publication date in RUL: 21.02.2025

Record is a part of a journal

• Title: CEPS journal : Center for Educational Policy Studies journal = revija Centra za študij edukacijskih strategij
• Publisher: Založba Univerze v Ljubljani = University of Ljubljana Press
• ISSN: 1855-9719
• COBISS.SI-ID: 252707584

Licences

• License: CC BY 4.0, Creative Commons Attribution 4.0 International
• Link: http://creativecommons.org/licenses/by/4.0/
• Description: This is the standard Creative Commons license that gives others maximum freedom to do what they want with the work as long as they credit the author.

Secondary language

• Language: Slovenian
• Title: Refleksivno praktično učenje kot priložnost za prihodnje kompetentno delo v praksi

Abstract

Članek predstavlja primer izobraževanja na področju socialnega dela, v katerem je bil poudarek na refleksivnem praktičnem učenju kot pomoč študentkam in študentom za kompetentno delo v praksi. V okviru akcijskega raziskovalnega projekta smo kot del praktičnega učenja razvili nove oblike mentorske podpore študentkam in študentom, ki so sodelovali z družinami s številnimi izzivi. V članku so predstavljeni izsledki kvalitativne analize refleksij mentorskih srečanj. Za analizo podatkov smo uporabili vsebinsko analizo. Ta je pokazala, da je treba praktično učenje oblikovati kot refleksivni dialog med mentoricami in mentorji ter študentkami in študenti. Študentke in študenti potrebujejo priložnosti za izmenjavo izkušenj in razvijanje znanja z drugimi študentkami in študenti v majhnih mentorskih skupinah. Kontinuirana in konkretna podpora, ki jo je mentorska skupina zagotavljala študentkam in študentom na praksi, jim je omogočila, da so se spopadli z občutki negotovosti, ki se pogosto pojavljajo v sodelovalnih procesih pomoči.

• Keywords: mentorstvo, socialno delo, praktično učenje, refleksivni pristop