References
- Al-Ma’seb, H., Alkhurinej, A., & Alduwaihi, M. (2015). The gap between theory and practice in social work. International Social Work, 58(6), 819–830. https://doi.org/10.1177/0020872813503860
- Antonovsky, A. (1987). Unraveling the mystery of health. How people manage stress and stay well. Jossey-Bass.
- Barlow, C., & Hall, B. L. (2007). ‘What about feelings?’: A study of emotion and tension in social work field education. Social Work Education, 26(4), 399–413. https://doi.org/10.1080/02615470601081712
- Barretti, M. (2004). What do we know about the professional socialization of our students? Journal of Social Work Education, 40(2), 255–283. https://doi.org/10.1080/10437797.2004.10778493
- Bellinger, A. (2010). Talking about (re)generation: Practice learning as a site of renewal for social work. British Journal of Social Work, 40(8), 2450–2466. https://doi.org/10.1093/bjsw/bcq072
- Bhuyan, R., Bejan, R., & Jeyapal, D. (2017). Social workers’ perspectives on social justice in social work education: When mainstreaming social justice masks structural inequalities. Social Work Education, 36(4), 373–390. https://doi.org/10.1080/02615479.2017.1298741
- Bradley, C., Maschi, T., O’Brien, H., Morgen, K., & Ward, K. (2012). Faithful but different: Clinical social workers speak out about career motivation and professional values. Journal of Social Work Education, 48(3), 459–477. https://doi.org/10.5175/JSWE.2012.201000043
- Bundy-Fazioli, K., Quijano, L. M., & Bubar, R. (2013). Graduate students’ perceptions of professional power in social work practice. Journal of Social Work Education, 49(1), 108–121. https://doi.org/10.1080/10437797.2013.755092
- Chilvers, D. (2018). Social work field educator practice: Expanding the vision [Unpublished doctoral dissertation]. University of Canterbury.
- Danto, E. A. (2008). Same words, different meanings: Notes toward a typology of postmodern social work education. Social Work Education, 27(7), 710–722. https://doi.org/10.1080/02615470701607531
- Domakin, A. (2015). The importance of practice learning in social work: Do we practice what we preach? Social Work Education, 34(4), 399–413. https://doi.org/10.1080/02615479.2015.1026251
- Dreyfus, S. E., & Dreyfus, H. L. (1980). A five stage model of the mental activities involved in directed skill acquisition. University of California.
- East, J., & Chambers, R. (2007). Courage to teach for social work educators. Social Work Education, 26(8), 810–826. https://doi.org/10.1080/02615470601140583
- Fauske, H., Kollestad, M., Nilsen, S., Nygren, P., & Skårderud, F. (2005). Profesjonelle handlingskompetanser – utakter mellom utdanning og yrkespraksis [Professional action skills – Mismatch between education and professional practice]. Norsk pedagogisk tidsskrift, 89 (06), 461–476.
- Fenton, J. (2018). Putting old heads on young shoulders: Helping social work students uncover the neoliberal hegemony. Social Work Education, 37(8), 941–954. https://doi.org/10.1080/02615479.2018.1468877
- Finch, J. (2013). A critical exploration of practice assessment panels: Participation, power, emotion, decision making in relation to failing social work students. Higher Education Academy, Health and Social Care.
- Flanagan, N., & Wilson, E. (2018). What makes a good placement? Findings of a social work student-to-student research study. Social Work Education, 37(5), 565–580. https://doi.org/10.1080/02615479.2018.1450373
- Folgheraiter, F. (2004). Relational social work: Toward networking and societal practices. Kingsley.
- Garrett, P. M. (2010). Examining the ‘conservative revolution’: Neoliberalism and social work education. Social Work Education, 29(4), 340–355. https://doi.org/10.1080/02615470903009015
- Geirdal, A., Nerdrum, P., & Bonsaksen, T. (2019). The transition from university to work; what happens to mental health? A longitudinal study. BMC Psychology, 2019(7), 1–10. https://doi.org/10.1186/s40359-019-0340-x
- Gursansky, D., & Le Sueur, E. (2012). Conceptualising field education in the twenty-first century: Contradictions, challenges and opportunities. Social Work Education, 31(7), 914–931. https://doi.org/10.1080/02615479.2011.595784
- Hatlevik, I. K. R., & Havnes, A. (2017). Perspektiver på læring i profesjonsutdanninger – fruktbare spenninger og meningsfulle sammenhenger [Perspectives on learning in professional education – fruitful tensions and meaningful connections]. In S. Mausethagen & J.-C. Smeby (Eds.), Kvalifisering til profesjonell yrkesutøvelse [Qualification for professional practice] (pp. 70–88). Universitetsforlaget.
- Hay, K. (2019). “It’s a whole orchestra”: What are the instrumental elements in quality field education? Social Work Education (online first).
- Heggen, K., Smeby, J.-C., & Vågan, A. (2015). Coherence: A longitudinal approach. In J.-C. Smeby & M. Sutphen (Eds.), From vocational to professional education (pp. 331–332). Routledge.
- Hosken, N. (2018). Practices of exclusion and injustices within social work education. Social Work Education, 37(7), 825–837. https://doi.org/10.1080/02615479.2018.1456519
- Hugman, R. (2003). Professional values and ethics in social work: Reconsidering postmodernism? British Journal of Social Work, 33(8), 1025–1041. https://doi.org/10.1093/bjsw/33.8.1025
- IFSW. (2018). Global Social work statement of ethical principles. Retrieved September 30, 2019, from https://www.ifsw.org/global-social-work-statement-of-ethical-principles/
- IFSW and IASSW. (2014). Global definition of the social work profession. Retrieved from http://ifsw.org/get-involved/global-definition-of-social-work/
- Irving, A., & Young, T. (2002). Paradigm for pluralism: Mikhail Bakhtin and social work practice. Social Work, 47(1), 19–29. https://doi.org/10.1093/sw/47.1.19
- Jarman-Rohde, L., Mcfall, J., Kolar, P., & Strom, G. (1997). The changing context of social work practice: Implications and recommendations for social work educators. Journal of Social Work Education, 33(1), 29–46. https://doi.org/10.1080/10437797.1997.10778851
- Jonas, H. (1979). Das Prinzip Verantuwortung. Suhrkamp.
- Lam, C. M., Wong, H., & Leung, T. T. F. (2007). An unfinished reflexive journey: Social work students reflection on their placement experiences. British Journal of Social Work, 37(1), 91–105. https://doi.org/10.1093/bjsw/bcl320
- Lewis, I., & Bolzan, N. (2007). Social work with a twist: Interweaving practice knowledge, student experience and academic theory. Australian Social Work, 60(2), 136–146. https://doi.org/10.1080/03124070701323782
- McSweeney, F., & Williams, D. (2018). Social care students' learning in the practice placement in Ireland. Social Work Education, 37(5), 581–596. https://doi.org/10.1080/02615479.2018.1450374
- Melin, M., Astvik, W., & Bernhard-Oettel, C. (2014). New work demands in higher education. A study of the relationship between excessive workload, coping strategies and subsequent health among academic staff. Quality in Higher Education, 20(3), 290–308. https://doi.org/10.1080/13538322.2014.979547
- Oliver, C., Jones, E., Rayner, A., Penner, J., & Jamieson, A. (2017). Teaching social work students to speak up. Social Work Education, 36(6), 702–714. https://doi.org/10.1080/02615479.2017.1305348
- Palmer, P. (1998). The courage to teach: Exploring the inner landscape of a teacher’s life. Jossey- Bass Publishers.
- Preston-Shoot, M. (2012). The secret curriculum. Ethics and Social Welfare, 6(1), 18–36. https://doi.org/10.1080/17496535.2011.606225
- Saleeby, D. (2006). The strengths perspective in social work. Pearson Education.
- Schön, D. (1983). The reflective practitioner – How professionals think in action. Basic Books.
- Schulman, L. S. (2005). Signature pedagogies in the professions. Daedalus, 134(3), 52–59. https://doi.org/10.1162/0011526054622015
- Smedby, J.-C., & Heggen, K. (2014). Coherence and the development of professional knowledge and skills. Journal of Education and Work, 27(1), 71–91. https://doi.org/10.1080/13639080.2012.718749
- Todd, S., Barnoff, L., Moffatt, K., Panitch, M., Parada, H., & Strumm, B. (2017). A social work re-reading of students as consumers. Social Work Education, 36(5), 542–556. https://doi.org/10.1080/02615479.2016.1225712
- Wendt, S., & Seymour, S. (2010). Applying post-structuralist ideas to empowerment: Implications for social work education. Social Work Education, 29(6), 670–682. https://doi.org/10.1080/02615470903342093