En kvalitativ studie om socionomstudenternas upplevelser av sin verksamhetsförlagda utbildning. Upplevelser under VFU och påverkan på den professionella utvecklingen
(2023) SOPB63 20231School of Social Work
- Abstract
- The aim of this study is to understand social work students' experiences during their time at work-based learning and the impact it has on the students. The purpose is to research and acknowledge how theoretical knowledge and work-based learning impacts students' professional development. During a four-month period, social work students have a part of their education placed in a profession-relevant activity. This means making use of practical experience and knowledge related to social work. The purpose of the work-based training is to introduce the students to a real work-life context in social work and to learn what social work can look like within different professional workplaces. The selection of participants is based on students who... (More)
- The aim of this study is to understand social work students' experiences during their time at work-based learning and the impact it has on the students. The purpose is to research and acknowledge how theoretical knowledge and work-based learning impacts students' professional development. During a four-month period, social work students have a part of their education placed in a profession-relevant activity. This means making use of practical experience and knowledge related to social work. The purpose of the work-based training is to introduce the students to a real work-life context in social work and to learn what social work can look like within different professional workplaces. The selection of participants is based on students who completed their four-month work-based training and have not finished their studies at university. The study is based on interviews with social work students who had their work-based learning at different workplaces. The theoretical foundation of this study is Joel M. Charon's book about social interaction as a perspective. This study established that students' point of view on theoretical knowledge and professional development varies depending on where they had their work-based learning. The result of this study shows that different components of interactions and aspects influence students' professional development. We concluded that components such as supervisors, communication, self-esteem, and initiative contributed to a negative or positive work-based learning experience; based on how these components were at play. The study also shows that the experience students have within their work-based learning affects their professional development. Components such as reflection, theoretical knowledge, and learning process in work-based learning have impacted students' professional development. (Less)
Please use this url to cite or link to this publication:
http://lup.lub.lu.se/student-papers/record/9136286
- author
- Ajetovic, Edina LU and Jumaa, Karol LU
- supervisor
-
- Anna Rypi LU
- organization
- course
- SOPB63 20231
- year
- 2023
- type
- M2 - Bachelor Degree
- subject
- keywords
- social work students, work based learning, professional development, theoretical knowledge, interaction
- language
- Swedish
- id
- 9136286
- date added to LUP
- 2023-09-05 14:56:46
- date last changed
- 2023-09-05 14:56:46
@misc{9136286,
abstract = {{The aim of this study is to understand social work students' experiences during their time at work-based learning and the impact it has on the students. The purpose is to research and acknowledge how theoretical knowledge and work-based learning impacts students' professional development. During a four-month period, social work students have a part of their education placed in a profession-relevant activity. This means making use of practical experience and knowledge related to social work. The purpose of the work-based training is to introduce the students to a real work-life context in social work and to learn what social work can look like within different professional workplaces. The selection of participants is based on students who completed their four-month work-based training and have not finished their studies at university. The study is based on interviews with social work students who had their work-based learning at different workplaces. The theoretical foundation of this study is Joel M. Charon's book about social interaction as a perspective. This study established that students' point of view on theoretical knowledge and professional development varies depending on where they had their work-based learning. The result of this study shows that different components of interactions and aspects influence students' professional development. We concluded that components such as supervisors, communication, self-esteem, and initiative contributed to a negative or positive work-based learning experience; based on how these components were at play. The study also shows that the experience students have within their work-based learning affects their professional development. Components such as reflection, theoretical knowledge, and learning process in work-based learning have impacted students' professional development.}},
author = {{Ajetovic, Edina and Jumaa, Karol}},
language = {{swe}},
note = {{Student Paper}},
title = {{En kvalitativ studie om socionomstudenternas upplevelser av sin verksamhetsförlagda utbildning. Upplevelser under VFU och påverkan på den professionella utvecklingen}},
year = {{2023}},
}