Experiences of social work students with learning theoretical knowledge in constructivist higher vocational education: a qualitative exploration

References

• Adams , R. , Dominelli , L. and Payne , M. , eds. 2002 . Social work: Themes, issues and critical debates , Basingstoke : Palgrave .
   Google Scholar
• Ausubel , D.P. 1963 . The psychology of meaningful verbal learning , New York , NY : Grune and Stratton .
   Google Scholar
• Ball , S.J. 2008 . The education debate , Bristol : Policy Press .
   Google Scholar
• Beckett , C. 2006 . Essential theory for social work practice , London : Sage .
   Google Scholar
• Bereiter , C. 2002 . Education and mind in the knowledge age , Mahwah , NJ : Erlbaum .
   Google Scholar
• Bruner , J.S. 1966 . Toward a theory of instruction , Cambridge : Harvard University Press .
   Google Scholar
• Corbin , J. and Strauss , A. 2008 . Basics of qualitative research. Techniques and procedures for developing grounded theory , Thousand Oaks , CA : Sage .
   Google Scholar
• Cosis Brown , H. 1996 . “ The knowledge base of social work ” . In Social work competences. Core knowledge, values and skills , Edited by: Vass , A.A. 8 – 35 . London : Sage .
   Google Scholar
• Edwards , R. 1998 . Mapping, locating and translating: A discursive approach to professional development . Studies in Continuing Education , 20 ( 1 ) : 23 – 38 .
   Google Scholar
• Eraut , M. 1994 . Developing professional knowledge and competence , Abingdon : RoutlegdeFalmer .
   Google Scholar
• Field , J. 2006 . Lifelong learning and the new educational order , Stoke on Trent : Trentham .
   Google Scholar
• Foucault , M. 1980 . Power/knowledge. Selected interviews and other writings, 1972–1977 , New York , NY : Vintage Books .
   Google Scholar
• Hager , P. and Hodkinson , P. 2009 . Moving beyond the metaphor of transfer of learning . British Educational Research Journal , 35 ( 4 ) : 619 – 638 .
   Web of Science ®Google Scholar
• Hofer , B.K. and Pintrich , P.R. , eds. 2002 . Personal epistemology: The psychology of beliefs about knowledge and knowing , Mahwah , NJ : Erlbaum .
   Google Scholar
• Irving , A. 2009 . “ Michel Foucault ” . In Social work theories and methods , Edited by: Gray , M. and Webb , S.A. 43 – 52 . London : Sage .
   Google Scholar
• Kirschner , P.A. , Sweller , J. and Clark , R. 2006 . Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential and inquiry-based teaching . Educational Psychologist , 41 ( 2 ) : 75 – 86 .
   Web of Science ®Google Scholar
• Lave , J. and Wenger , E. 1991 . Situated learning: Peripheral participation , Cambridge : Cambridge University Press .
   Google Scholar
• Maton , K. and Moore , R. , eds. 2010 . Social realism, knowledge and the sociology of education. Coalitions of the mind , London : Continuum .
   Google Scholar
• Miles , M.B. and Huberman , A.M. 1994 . Qualitative data analysis. An expanded sourcebook , Thousand Oaks , CA : Sage .
   Google Scholar
• Novak , J.D. 2010 . Learning, creating and using knowledge. Concept maps as facilitative tools in schools and corporations , New York , NY : Routledge .
   Google Scholar
• Osmond , J. 2005 . The knowledge spectrum: A framework for teaching knowledge and its use in social work practice . British Journal of Social Work , 35 ( 6 ) : 881 – 900 .
   Web of Science ®Google Scholar
• Osmond , J. and O’Connor , I. 2004 . Formalizing the unformalized: Practitioners’ communication of knowledge in practice . British Journal of Social Work , 34 ( 5 ) : 677 – 692 .
   Web of Science ®Google Scholar
• Otto , H. , Polutta , A. and Ziegler , H. , eds. 2009 . Evidence-based practice – modernising the knowledge based of social work? , Leverkusen Opladen : Barbara Budrich .
   Google Scholar
• Parton , N. and O’Byrne , P. 2000 . Constructive social work. Towards a new practice , Basingstoke : Palgrave Macmillan .
   Google Scholar
• Piaget , J. 1972 . Intellectual evolution from adolescence to adulthood . Human Development , 15 : 1 – 12 .
   Web of Science ®Google Scholar
• Rubin , H.R. and Rubin , I.S. 2005 . Qualitative interviewing. The art of hearing data , Thousand Oaks , CA : Sage .
   Google Scholar
• Ryan , R.M. and Deci , E.L. 2000 . Intrinsic and extrinsic motivations: Classic definitions and new directions . Contemporary Educational Psychology , 25 ( 1 ) : 54 – 67 .
   PubMed Web of Science ®Google Scholar
• Sectorraad HSAO . 2008 . Vele takken, één stam. Kader voor de hogere sociaal-agogische opleidingen [Many branches, one trunk. A framework for bachelor’s programmes for social workers] , Amsterdam : SWP .
   Google Scholar
• Sfard , Anna . 1998 . On two metaphors for learning and the dangers of choosing just one . Educational Researcher , 27 ( 2 ) : 4 – 13 .
   Google Scholar
• Simons , P.R.J. , Van der Linden , J. and Duffy , T. , eds. 2000 . New learning , Dordrecht : Kluwer .
   Google Scholar
• Spiro , R.J. and DeSchryver , M. 2009 . “ Constructivism. When it’s the wrong idea and when it’s the only idea ” . In Constructivist instruction: Success or failure? , Edited by: Tobias , S. and Duffy , T.M. 106 – 123 . New York , NY : Routledge .
   Google Scholar
• Tobias , S. and Duffy , T.M. , eds. 2009 . Constructivist instruction. Success or failure , New York , NY : Routledge .
   Google Scholar
• Trevethick , P. 2008 . Revisiting the knowledge base of social work: A framework for practice . British Journal of Social Work , 38 ( 6 ) : 1212 – 1237 .
   Web of Science ®Google Scholar
• Tynjälä , P. 2009 . “ Connectivity and transformation in work-related learning – theoretical foundations ” . In Towards integration of work and learning. Strategies for connectivity and transformation , Edited by: Stenström , M.-L. and Tynjälä , P. 11 – 37 . New York , NY : Springer .
   Google Scholar
• Van Bommel , M. , Boshuizen , H.P.A. and Kwakman , K. 2012 . Appraising the qualities of social work students’ theoretical knowledge: A qualitative exploration . Vocations and Learning , 5 ( 3 ) : 277 – 95 .
   Web of Science ®Google Scholar
• Van den Berg , N. and de Bruijn , E. 2009 . Het glas vult zich. Kennis over vormgeving en effecten van competentiegericht beroepsonderwijs; verslag van een review [The glass fills. Knowledge about design and effects of competency based vocational education; a review] , Amsterdam : Expertise Centrum Beroepsonderwijs .
   Google Scholar
• Van Ewijk , H. 2010 . European social policy and social work. Citizenship-based social work , London : Routledge .
   Google Scholar
• Van Merriënboer , J.J.G. 1997 . Training complex skills. A four component instructional design model for technical training , Englewood Cliffs , NJ : Educational Technology Publications .
   Google Scholar
• Vermunt , J.D. and Verschaffel , L. 2000 . “ Process-oriented teaching ” . In New learning , Edited by: Simons , P.R.J. , Van der Linden , J. and Duffy , T. 209 – 225 . Dordrecht : Kluwer .
   Google Scholar
• Vygotsky , L.S. 1978 . Mind in society. The development of higher psychological processes , Cambridge : Harvard University Press .
   Google Scholar
• Wheelahan , L. 2010 . Why knowledge matters in curriculum. A social realist argument , Abingdon : Routledge .
   Google Scholar
• Yin , R.K. 2003 . Case study research. Design and methods , Thousand Oaks , CA : Sage .
   Google Scholar