Reflective learning in social work education: researching student experiences

Abstract

This study examines the implications of using a reflective approach to teaching and learning for the students on a postgraduate programme in social work. The findings from a qualitative approach to the collection and analysis of data from 21 research participants are presented. Participants were invited to provide written and anonymous accounts of their experiences on the course at four selected points. These were four weeks into the course, midway, end of course and one year after graduation. The paper begins by conceptually locating reflective teaching and learning within social work education. The context of this particular postgraduate course is briefly described. Themes emerging from the data are discussed. In incorporating the findings from this study into course revision and planning, the authors have engaged in a hermeneutic circle of inquiry, which spans teaching/learning, professional practice/supervision and professional research/evaluation.