Personal and Professional Development (or Use of Self) in Social Educator Training. An Experience Based on Reflective Learning

Díaz, María Pallisera i; Noell, Judit Fullana; Palaudarias, Josep-Miquel; Badosa, Mercè

doi:10.1080/02615479.2012.701278

Cited by 22 publications

(10 citation statements)

References 22 publications

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“…These exercises develop their professional responses and reactions (Furman, Coyne & Negi, 2008;Hussain et al, 2011). In participatory methods the use of case studies and movies, and written exercises are often cited as means to facilitate deep and reflective learning (Gibbons & Gray, 2004;Hussain et al, 2011;Pallisera et al, 2013). The value of this suggestion is that participatory and reflective methods should not be an inconsistent application at the will of individual lecturers, but should be structured as part of the teaching philosophy of the social work programme, with appropriate debriefing embedded.…”

Section: Extend Participatory Learning Methods and Activitiesmentioning

confidence: 99%

“…These exercises have been extolled as being central to social work education for promoting deep (and new) learning and critical thinking skills (Hinett, 2001;Hussain, Mehmood & Sultana, 2011;Ringel, 2003). The benefit of reflection is that it can be the means of integrating and making sense of cognitive (rational and factual) and metacognitive (selfawareness, personal assumptions and insight) experiences (Baum, 2012;Hinett, 2001;Pallisera, Fullana, Pandarias & Badosa, 2013) and socio-political learning constraints (Chapman & Clegg, 2007). Pertinent to the research findings of this study, reflexive exercises enhanced insight into the emotions of learning to facilitate awareness of students' own feelings, actions and values.…”

Section: Extend Participatory Learning Methods and Activitiesmentioning

confidence: 99%

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Learning Profiles of Social Work Students: Who Are You and How Should This Influence My Teaching?

Dykes¹,

Green²

2015

SWORK

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This qualitative study explores the impact of adverse childhood experiences (ACEs) of social work students on notions of students' learning profile. Data were obtained from both student and staff participants on third year level within the social work programme during the teaching of a particular module focusing on family wellbeing. The implications of strong reactions during teaching and learning are juxtaposed against the notions of students' learning profile and participants' teaching and learning suggestions. Several recommendations are made that have emerged from the study that attempt to relate to students' learning profile in social work professional learning. 577Social Work/Maatskaplike Werk 2015:51(4) LEARNING PROFILES OF SOCIAL WORK STUDENTS: WHO ARE YOU AND HOW SHOULD THIS INFLUENCE MY TEACHING?Glynnis Dykes, Sulina Green INTRODUCTIONInternationally, classrooms reflect an increasingly diverse world of differing ages, abilities, cultures, interests, motivations and difficulties (Rosslyn, 2004;Tomlinson, Brighton, Hertberg, Callahan, Moon, Brimijoin, Conover & Reynolds, 2003). The situation in South Africa is no different. The majority of South African students currently in higher education are first-generation (non-traditional) students commonly (and indiscriminately) described as underprepared, coming from impoverished backgrounds in terms of economic strength, poor schooling and socio-cultural resources, and using English as additional language (Bozalek, 2013;Carelse & Dykes, 2013;Collins & Van Breda, 2010;Hlalele, 2010;Smit, 2012).In order to facilitate learning for these diverse groups, it is vital to know who the adult learner is in terms of the role of personal circumstances in the learning endeavour, as well as to ascertain how adults learn (Merriam, Caffarella & Baumgartner, 2007;Ramsden, 1992). The current student profile at the university where the study was undertaken started to emerge during the 1980s, when the institution initiated an affirmative action admissions policy designed to broaden access particularly for students from all historically disadvantaged communities (Bozalek, 2013). For the non-traditional and adult learner, the concepts of self and self-directed learning are vital (HylandRussell & Groen, 2011) in that they feed into their individual learning approaches; this in turn advances the philosophy of learner-centredness (Wilcox, 1996).Learning styles have been variously defined in the literature. For this study the overall notion of learning profile will be used to refer to students' personal traits (such as biological, cultural and societal factors; emotional and social influences; academic record and learning preferences) that optimise the individual's learning (Powell & Kusuma-Powell, 2011;Rollnick, Lubben, Lotz & Dlamini, 2002). A learning profile consists of two dimensions (Fry, Ketteridge & Marshall, 2009;Vanthournout, Coertjens, Gijbels, Donche & Van Petegem, 2013), namely, learning styles (stable personal characteristics of the learner), and learning approaches (cha...

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Section: Extend Participatory Learning Methods and Activitiesmentioning

confidence: 99%

Section: Extend Participatory Learning Methods and Activitiesmentioning

confidence: 99%

Learning Profiles of Social Work Students: Who Are You and How Should This Influence My Teaching?

Dykes¹,

Green²

2015

SWORK

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“…Reflective writing is the basic element used for constructing knowledge. The assessment tool is a portfolio in which students do various reflective writing activities (Pallisera et al 2013). The aim of the research presented below was to ascertain the perceptions of students participating in these experiences regarding the benefits and challenges of reflective learning methodology.…”

Section: Context and Aims Of The Studymentioning

confidence: 99%

Reflective learning in higher education: a qualitative study on students’ perceptions

Noell

Díaz

Colomer

et al. 2014

Studies in Higher Education

Self Cite

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This article presents the results of a study aimed at determining the perceptions of students participating in reflective learning (RL) experiences at the University of Girona (Spain), specifically regarding the benefits and challenges of this methodology. Four focus groups were organized with students who had participated in RL experiences on four different undergraduate degree courses: nursing, environmental sciences, psychology and social education. Data were analysed using thematic content analysis.The study shows that students think RL contributes to a better understanding of themselves, their learning and their motivation to learn. Identified challenges were related primarily to understanding the aims of the experience, the degree of personal openness and the system of assessment. The study also provides some guidelines and orientation for improving experiences of undergraduate training based on reflective learning.

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“…Проведенное на контингенте студентов -будущих учителей -исследование показало, что рефлексивное обсуждение собственного опыта с использованием техники портфолио существенно расширяет представление студентов о себе и о своих профессионально-значимых качествах личности. К аналогичному выводу приходят и другие авторы, которые указывают на неоспоримое преимущество рефлексивного обучения как средства развития способности к профессиональному самопознанию (Pallisera, 2013).…”

Section: обсуждение результатовunclassified

Technology to strengthen students’ self-awareness of their personal qualities

Маралов¹,

Sitarov²,

Koryagina³

et al. 2020

E&SD

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There is a need to develop specific techniques to help individuals in self-actualization. The article suggests an instrument that has been tested over years and validated with over 800 people. The theoretical basis is the method of making inner knowledge explicit, using a construct called sub�personality. The technology suggested the individual follows four steps: (1) s/he analyzes his/her strengths and weaknesses, drawing them on a plane of four concentric circles on paper; (2) s/he draws the qualities – subpersonalities as ‘little houses’; (3) models his/her personality with the help of a modified technique “Work with creative garbage”; and (4) uses elements of psychodrama (role-divided psychotherapy). The paper presents a case study of one participant, so as to show the practical application of this technology, and to validate its effectiveness. In the concluding section, we demonstrate how this technology helps a person to interpret one of his/her personal qualities, and creates conditions for self-acceptance, integrity of self-image, and ways of self-actualization. We confirm that the technology described can help psychologists to assist their patients in self-cognition and in learning about their personal qualities. This can help psychology experts in various fields.

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Personal and Professional Development (or Use of Self) in Social Educator Training. An Experience Based on Reflective Learning

Cited by 22 publications

References 22 publications

Learning Profiles of Social Work Students: Who Are You and How Should This Influence My Teaching?

Learning Profiles of Social Work Students: Who Are You and How Should This Influence My Teaching?

Reflective learning in higher education: a qualitative study on students’ perceptions

Technology to strengthen students’ self-awareness of their personal qualities

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