Integration of theory and practice in social work education. Analysis of Finnish social work students’ field reports

ABSTRACT

In social work education, we strive for integration of theory and practice in educating research-based professionals. What do social work students think about this? Are they eager to integrate theory and practice or does practice perhaps win students’ interest? The article explores how second year bachelor level social work students at a Finnish university construct themselves as learners in relation to theory and practice. The article utilizes the integrative pedagogy model, which combines different kind of knowledges needed in developing professional expertise: theoretical, practical, sociocultural, and self-regulative, reflective knowledges. Students’ reflective field reports serve as data, which is analyzed by category analysis. In their reports, students categorize themselves as integrators but also as challengers. The integrators apply knowledge from university classes to practice, yearn for more theoretical knowledge, and get ideas for theses. The challengers see a gap between theory and practice and reflect university teaching critically. The integrative pedagogy model serves well in studying and developing social work practice teaching. In integrating theoretical and practical knowledges and constructing reflective knowledge, accomplished supervision, supportive sociocultural knowledge in workplaces, and collaboration between universities and social work field is needed.

KEYWORDS:

• Practice learning
• practice teaching
• integrative pedagogy
• reflection
• students
• category analysis

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Riitta-Liisa Kinni

Riitta-Liisa Kinni works as a senior lecturer in Social Work, Department of Social Sciences, University of Eastern Finland. She has a long experience in teaching social work courses, including the integrated theoretical and practice teaching courses. Her research focuses on gerontological social work, interprofessional work, needs assessment, simulation-based teaching and, methodologically, on category analysis.