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Title: Generating practice knowledge for social work education : a teacher's experience in Hong Kong
Authors: Sung- Chan, P 
Keywords: Practice Wisdom
Practice Knowledge
Social Work Education
Action Research
Reciprocal‐Reflection Theory
Hong Kong
Issue Date: 2007
Publisher: Routledge, Taylor & Francis Group
Source: Social work education, 2007, v. 26, no. 6, p. 601-615 How to cite?
Journal: Social work education 
Abstract: An under‐explored area in social work is the development of theories of social work education. The author has made use of her own teaching practice in Hong Kong, systematically experimenting with some of the experiential learning theories developed since the early 1990s, to generate practice knowledge. This paper presents two major findings of one of the author's action research experiences that shed light on the process by which learners who are experts in a particular approach to practice gain new practice knowledge. The first finding contributes to the theoretical understanding of one of the factors that can prevent learners from acquiring substantive knowledge. In particular, the distinct frames that both teachers and learners bring to their teaching–learning experience determine how well learners gain new substantive knowledge. The second finding contributes to the development of practice knowledge, revealing how ineffective teaching and learning can change so that learners can adopt new, more effective frames.
ISSN: 0261-5479
EISSN: 1470-1227
DOI: 10.1080/02615470701456442
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