| Author: | Zhu, Kai |
| Title: | Enhancing the professional identity of social work students : educational action research in the Chinese mainland |
| Advisors: | Ku, Hok Bun (APSS) |
| Degree: | DSW |
| Year: | 2024 |
| Subject: | Social work education -- China Identity (Psychology) College students -- China -- Attitudes Hong Kong Polytechnic University -- Dissertations |
| Department: | Department of Applied Social Sciences |
| Pages: | xiii, 194 pages : color illustrations |
| Language: | English |
| Abstract: | Enhancing the professional identity of social work students in mainland China is a critical mission facing social work education because it is low. This study is an educational action research project that explores methods and paths to enhance the professional identity of social work students. Participants are social work undergraduates of the 2021 cohort in a mainland university. This study uses social identity theory's cognitive, emotional and behavioral dimensions to understand professional identity and community of practice as the theoretical framework for designing the action programme. The action research has five steps: defining problems and needs, planning actions, carrying out actions, evaluating actions and reflecting, and proceeding through four cycles. The first cycle entailed searching for and laying the foundation for establishing the community of practice to help students find personal meaning. The second cycle aimed to strengthen cognitive identity. The third cycle was to deepen emotional identity, and the core purpose of the fourth cycle was to strengthen behavioral identity. The subjects of action were the research team, Tong Xin House and various practice teams in which the students of the 2021 cohort participated. Data collection entailed interviews supplemented by questionnaires. The World Café was also used to design and evaluate the actions in the research process. The findings of this study have four key points. First, a prerequisite for enhancing professional identity is for students to feel that they can find personal meaning in their professional studies. Elements catalysing change include experiencing and engaging in practice, learning knowledge, applying methods and techniques, embracing values, and establishing supportive relationships with community members. Second, the professional identity of social work students is a dynamic process of change. Through the four cycles of the action project, the cognitive, emotional, and behavioral dimensions of the professional identity of the 2021 cohort students changed. In this study, cognitive identity was the basis for enhancing professional identity; emotional identity was the critical element of change; and behavioral identity was the result of accompanying cognitive and emotional enhancement. Third, the mechanisms of change are the interconnection between personal meaning and social work meaning and the emotional connection with the community of practice members. Fourthly, establishing a community of practice is an effective way of enhancing professional identity. The roles of the 2021 cohort students changed from bystanders to service users. Then, they developed into peripheral participants, full participants, core leaders, and practice demonstrators, and their professional identities deepened progressively. The discussion in this study hones two key areas. First is the myth of the professional identity of social work students; second is a reflection on action research. Importantly, this study offers practical recommendations for social work curriculum design and social work education. It advocates for educators to maintain steadfast beliefs and evolve alongside their students in social work education. Social work education should serve as a platform for educators to embody social work values. Furthermore, the wider application of action research fosters a collaborative environment where social work teachers and students can jointly identify issues, explore avenues for change, take action, evaluate and reflect, and generate indigenous knowledge specific to social work education in mainland China. |
| Rights: | All rights reserved |
| Access: | restricted access |
Files in This Item:
| File | Description | Size | Format | |
|---|---|---|---|---|
| 8356.pdf | For All Users (off-campus access for PolyU Staff & Students only) | 2.62 MB | Adobe PDF | View/Open |
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