Developing common ground for a sustainable knowledge base for social work education in the Netherlands

References

• Anderson, J. R., & Schunn, C. D. (2000). Implications of the ACT-R learning theory: No magic bullets. In R. Glaser (Ed.), Advances in instructional psychology, Vol. 5, Educational design and cognitive science (pp. 1–34). London: Lawrence Erlbaum.
   Google Scholar
• Argyris, C., & Schön, D. (1974). Theory in practice, increasing professional effectiveness. San Francisco: Jossey-Bass Publishers.
   Google Scholar
• Bathmaker, A. M. (2013). Defining vocational ‘knowledge’: Stakeholders, purposes and content of vocational education qualifications in England. Journal of Vocational Education and Training, 65(1), 87–107.
   Google Scholar
• Beresford, P. (2000). Service users’ knowledges and social work theory: Conflict or collaboration? The British Journal of Social Work, 30(4), 489–503.
   Web of Science ®Google Scholar
• Blok, W., & Hartman, J. (2016). Social work in a society under pressure, maintaining professional principles and standards. Journal of Social Intervention: Theory and Practice, 25(2), 79–86.
   Google Scholar
• Boshuizen, H. P. A. (2003). Expertise development: How to bridge the gap between school and work. Inaugural address. Heerlen, The Netherlands: Open University Netherlands.
   Google Scholar
• Chiapparini, E. (Ed.). (2016). The service user as a partner in social work projects and education: Concepts and evaluations of courses with a gap-mending approach in Europe. Berlin: Barbara Budrich publishers.
   Google Scholar
• Commissie Accreditatie Hoger Onderwijs. (2001). Prikkelen, presteren, profileren. [Stimulating, performing, profiling.]. Amsterdam: Van de Bunt.
   Google Scholar
• De Jonge, E., Van Bommel, M., & Kloppenburg, R. (2018). Zicht op sociale complexiteit: Over het belang van wetenschappelijke perspectieven in sociaal werk. [An insight into social complexity: On the relevance of scientific perspectives in social work practice. With an extended summary in English.]. Journal of Social Intervention: Theory and Practice, 27(4), 29–47.
   Google Scholar
• Dreyfus, H., & Dreyfus, S. (1986). Mind over machine: The power of human intuition and expertise in the era of the computer. New York: Free Press.
   Google Scholar
• Eraut, M. (1994). Developing professional knowledge and competence. London: Falmer Press.
   Google Scholar
• Gezondheidsraad. (2014). Sociaal Werk op een solide basis. [Social work on a solid basis]. Den Haag: Author.
   Google Scholar
• Guile, D., & Young, M. (2003). Transfer and transition in vocational education: Some theoretical perspectives. In T. Tuomi-Gröhn & Y. Engeström (Eds.), School and work: New perspectives on transfer and boundary-crossing (pp. 63–81). Amsterdam: Pergamon.
   Google Scholar
• Guile, D. (2014). Professional knowledge and professional practice as continuous recontextualisation. In M. Young & J. Muller (Eds.), Knowledge, expertise and the professions (pp. 78–92). London: Routledge.
   Google Scholar
• Heusdes, W. T., Bakker, A., Baartman, L. K. J., & de Bruijn, E. (2016). Contextualising vocational knowledge: a theoretical framework and illustrations from culinary education. vocations and learning, 16(2), 151–165. Published online, 08 December, 2015.
   Google Scholar
• IFSW & IASSW. (2014). International definition of social work. Retrieved from https://www.ifsw.org/what-is-social-work/global-definition-of-social-work/
   Google Scholar
• Kloppenburg, R., van Bommel, M., & De Jonge, E. (2017). Gemeenschappelijke kennisbasis van sociaal werk opleidingen in Nederland. [A shared knowledge base for social work education in the Netherlands.]. Den Haag: Vereniging Hogescholen.
   Google Scholar
• Moon, A. (1999). Reflection in learning & professional development, theory & practice. London: Routledge Falmer.
   Google Scholar
• Onderwijsraad. (2006). Versteviging van kennis in het onderwijs. [Strengthening knowledge in education.]. Den Haag: Author.
   Google Scholar
• Payne, M. (2014). Modern social work theory (4th ed.). Hampshire: Palgrave MacMillan.
   Google Scholar
• Polanyi, M. (1966). The tacit dimension. Chicago: The University of Chicago Press.
   Google Scholar
• Sackett, D. L., Rosenberg, W. M. C., Gray, J. A. M., Haynes, R. B., & Richardson, W. S. (1996). Evidence based medicine: What it is and what it isn’t. British Medical Journal, 312, 71–72.
   PubMed Web of Science ®Google Scholar
• Spiro, R. J., & DeSchryver, M. (2009). Constructivism. When it’s the wrong idea and when it’s the only idea. In S. Tobias & T. M. Duffy (Eds.), Constructivist instruction: Success or failure? (pp. 106–123). New York: Routledge.
   Google Scholar
• Spong, S. (2007). Scepticism and belief: Unravelling the relationship between theory and practice in counselling and therapy. In S. R. Smith (Ed.), Applying theory to policy and practice: Issues for critical reflection (pp. 55–70)). Aldershot: Ashgate.
   Google Scholar
• Trevithick, P. (2012). Social work skills and knowledge, a practice handbook. Berkshire: Open University Press.
   Google Scholar
• van Bommel, M. (2013). Learning knowledge for competent social work, students’ learning experiences and knowledge outcomes in a constructivist bachelor’s programme. Heerlen: Open Universiteit.
   Google Scholar
• Van den Akker, J., McKenney, S., Nieveen, N., & Gravemeijer, K. (2006). Introducing educational design research. In J. van den Akker, K. Gravemeijer, S. McKenney, & N. Nieveen (Eds.), Educational design research (pp. 3–7). London: Routledge.
   Google Scholar
• van Ewijk, H. (2010). European social policy and social work. Citizenship-based social work. London: Routledge.
   Google Scholar
• Verkenningscommissie hoger sociaal agogisch onderwijs. (2014). Meer van Waarde, Kwaliteitsimpuls en ontwikkelrichting voor het hoger sociaal agogisch onderwijs. [Being of More Value: Quality Impulse and Developmental Direction for Social Higher Education.]. Den Haag: Vereniging Hogescholen.
   Google Scholar
• Weerman, A. (2016). Ervaringsdeskundige zorg- en dienstverleners: Stigma, verslaving & existentiële transformatie. [Experience expert care and service providers: Stigma, addiction & existential transformation]. Delft: Eburon.
   Google Scholar
• Weerman, A., Terhaag, J., & Karbouniaris, S. (2014). De plaats van ervaringsdeskundigheid in het HBO. [The position of experiential knowledge in higher education.] Retrieved from www.sozio.nl/de-plaats-van-ervaringsdeskundigheid-in-het-hbo/1025907
   Google Scholar
• Wheelahan, L. (2010). Why knowledge matters in curriculum. A social realist argument. London and New York: Routledge Taylor & Francis Group.
   Google Scholar
• Witte, T. (2016). Koersen op de toekomst: Innoveer sociale opleidingen. [Heading for the future: Innovate social education.]. Journal of Social Intervention: Theory and Practice, 24(1), 71–75.
   Google Scholar
• Woolfolk, A. (2004). Educational Psychology. (9th ed.). Pearson: Boston.
   Google Scholar