Critical thinking in social care and social work: searching student assignments for the evidence

    Research output: Contribution to journalArticle

    11 Citations (Scopus)

    Abstract

    The ability to think critically would appear to be a defining feature of competent social work practice. Yet the way practitioners develop critical thinking and how it is taught and assessed within educational establishments is unclear. This paper explores one key aspect of the learning process; the way critical thinking might be evidenced in the transition from Further Education to Higher Education. The assignments produced by students undertaking the HNC in Social Care and year one students at the initial stage of the BA Social Work programme in Scotland were examined. The findings suggest that students working in social care environments and year one students on the BA Social Work course were able to evidence some critical thinking; however, it was generally quite minimal and limited to certain categories. Whilst there are likely to be diverse opinions within Scotland as to how the new four‐year honours degree in social work is implemented in terms of teaching, assessment and learning, a valuable opportunity may be missed if critical thinking is not a core feature and meaningfully aligned to students' experiences at Further Education and Higher Education.
    LanguageEnglish
    Pages209-224
    Number of pages16
    JournalSocial Work Education
    Volume25
    Issue number3
    DOIs
    Publication statusPublished - 2006

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    social work
    further education
    evidence
    student
    honor
    learning process
    education
    ability
    Teaching
    learning
    experience

    Keywords

    • educational assessment
    • further eduation
    • higher education
    • reflective practice
    • social work education
    • teaching methods

    Cite this

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    abstract = "The ability to think critically would appear to be a defining feature of competent social work practice. Yet the way practitioners develop critical thinking and how it is taught and assessed within educational establishments is unclear. This paper explores one key aspect of the learning process; the way critical thinking might be evidenced in the transition from Further Education to Higher Education. The assignments produced by students undertaking the HNC in Social Care and year one students at the initial stage of the BA Social Work programme in Scotland were examined. The findings suggest that students working in social care environments and year one students on the BA Social Work course were able to evidence some critical thinking; however, it was generally quite minimal and limited to certain categories. Whilst there are likely to be diverse opinions within Scotland as to how the new four‐year honours degree in social work is implemented in terms of teaching, assessment and learning, a valuable opportunity may be missed if critical thinking is not a core feature and meaningfully aligned to students' experiences at Further Education and Higher Education.",
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    Critical thinking in social care and social work: searching student assignments for the evidence. / Heron, G.

    In: Social Work Education, Vol. 25, No. 3, 2006, p. 209-224.

    Research output: Contribution to journalArticle

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