|Author:||Fok, Siu-ling Ellen|
|Title:||Transformative learning process of MSW China students in social work fieldwork placement : exploratory case studies|
|Subject:||Hong Kong Polytechnic University -- Dissertations.|
Social service -- Field work -- Study and teaching -- China -- Case studies.
|Department:||School of Professional Education and Executive Development|
|Pages:||xi, 188 leaves ; 30 cm.|
|Abstract:||This study aimed at exploring into the learning experiences of five MSW (Master of Social Work) students from Mainland China in their practicum. Their reflective responses to new and unfamiliar learning and practice experiences were traced and analysed in order to find out if they had undergone the transformational changes as proposed by Mezirow, J. (1990,2000). By means of transformation, they had to go through several hypothesized learning stages including awareness of the inadequacy of their existing frame of reference, self examination and critically reflecting at the content, process and premises levels and eventually arriving at either a transformation at their point of view which is a conceptual shift or a perspective transformation which is a shift in their frame of reference. The study was integrated in the educational process. It was carried out in a practicum context from June to August, 2005. Students' learning experiences were captured through different means including their reflective assignments and supervisor's observations. These primary sources of data were collected for qualitative analysis and interpretation. Among the five students, four of them identified to have achieved perspective transformation whereas one of them achieved transformation at the conceptual level. The outcome of the study suggested a progressive and transitional transformational process of learning in accommodating professional values in practice. In addition to that, data collected from the five students suggested that the social work practicum has served a salient role in exposing them to real life situations where they were challenged by disorienting experiences. These confrontations further led to deep meaningful reflection at different levels which brought forth the achievements of learning.|
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