Beskrivelse
AbstractThrough the past two or three decades Social work education amongst other educations has experienced an economic budget restriction where the task is to educate more students for less costs. This development has put learning outcome at the agenda and has implied a creative range of study activities to facilitate in depth understanding etc despite budget restrictions, i.e. restrictions on teacher class room presence. However, a public debate concerning the quality of education and quantity of teaching has occurred. As a response the whole Danish University College Sector has implemented a so called Study-activity model as a mandatory model. As a result the model has been implemented to a high degree and used in practice. On the other hand one could argue that there is a struggle of defining the model and uncertainty of the short and long-term consequences of this invention.
This article examines the origins and the meaning of this unique invented Study-activity model. Firstly we analyze the genesis of the model and the intentions of the model. Seemingly a purely Danish invention, its coming into being, however, appears to be in part propelled by transnational forces in the field of professional education. Secondly we analyze the different meanings of the model in a Social work education context, where different actors interpret the model according to their position in the educational field. The theoretical point of view is that the position and the actors function in relation to education influence the views of what is implemented and what sort of consequences the model has for the students, the teachers and the future of social work education. The research is conducted as several focus group interviews with students and teachers and single interviews with heads and administrators of the school giving a broad view of ‘meaning’ in different positions.
| Periode | 29 jun. 2015 → 2 jul. 2015 |
|---|---|
| Begivenhedstype | Konference |
| Placering | DanmarkVis på kort |