“Being a Person, Not Just a Function”–Teaching professional knowledge within social work education

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dc.contributor.authorÖstlund, G.
dc.contributor.authorRose, J.
dc.contributor.authorLassinantti, K.
dc.date.accessioned2026-05-11T14:50:04Z
dc.date.available2026-05-11T14:50:04Z
dc.date.issued2025-11-25
dc.description.abstractHow social work students develop professional knowledge is seldom discussed or studied. The aim of this study is to explore what professional knowledge in social work is, and when and how it can be stimulated through educational practices. The methodology used was World Café workshops; one with teachers in Sweden, one with teachers in Ireland, and one with Swedish social work students in the last semester of their education. The results are based on an analysis of the notes from the teachers and students who participated in the workshops. Professional knowledge in educational practice is interpreted as consisting of four main themes: Developing and maintaining relationships; Creating engagement in learning situations; A lifelong learning process; and Responsiveness to others and self. The results from the workshops show that professional knowledge can be stimulated in social work education using various pedagogical tools involving relational teaching and qualitative meetings with students. The teachers in the study highlight challenges impacting these teaching practices; these include large student groups and increasing administrative burdens that reduce their time for students and for learning collaboratively with colleagues and others. The teachers wanted to include professional knowledge at all educational levels including doctoral theses in social work.en
dc.description.versionPublished Version
dc.format.mimetypeapplication/pdfen
dc.identifier.authororcidÖstlund, G.
dc.identifier.authororcidRose, J.§0000-0002-1922-3621
dc.identifier.authororcidLassinantti, K.
dc.identifier.citationÖstlund, G, Rose, J & Lassinantti, K 2025, '“Being a Person, Not Just a Function”–Teaching professional knowledge within social work education', Journal of Teaching in Social Work, vol. 46, no. 1, pp. 41-60. https://doi.org/10.1080/08841233.2025.2593671
dc.identifier.doi10.1080/08841233.2025.2593671
dc.identifier.endpage60
dc.identifier.issn0884-1233
dc.identifier.issued1
dc.identifier.journaltitleJournal of Teaching in Social Work
dc.identifier.otherORCID: /0000-0002-1922-3621/work/214352777
dc.identifier.startpage41
dc.identifier.urihttps://hdl.handle.net/10468/18743
dc.identifier.volume46
dc.language.isoen
dc.publisherRoutledge
dc.relation.urihttps://www.scopus.com/pages/publications/105023279557
dc.rights© 2025, Mälardalen university. Published with license by Taylor & Francis Group, LLC. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial License (http:// creativecommons.org/licenses/by-nc/4.0/), which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent.
dc.rights.accessrightsopen access
dc.rights.licensenameAttribution 4.0 International
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/
dc.statusPeer reviewed
dc.subjectPhronesis
dc.subjectPractice-based wisdom
dc.subjectProfessional knowledge
dc.subjectSocial work education
dc.subjectTeaching practice
dc.subject[SocialStudies]
dc.title“Being a Person, Not Just a Function”–Teaching professional knowledge within social work educationen
dc.typeArticle (peer-reviewed)
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