Practice teaching in ecswr conference jyväskylä 2013
ECSWR 2013 20 - 22 March 2013Photos: Aino Kääriäinen 1A Finnish model of social interaction betweenacademy and agency in social work educationMirja Satka & Laura Yliruka & Aino KääriäinenUniversity of Helsinki & The Heikki Waris InstituteHelsinki, Finland22.3.2013ECSWR 20 - 22 March 2013 JyväskyläSymposium: The role of academy in the future socialworkChair: Dr Martin Webber, University of York• The need for clinical (practical) trainingas an element in social work universityeducation was suggested and widelydiscussed since 1972.• 1986-86 City and University of Helsinkihad a joint research program ’Socialworker as knowledge producer’ withthe aim to gain practice-basedknowledge for a social political strategyof the City (1989).• It was followed by the joint planning ofthe Heikki Waris Institute 2000-2001for urban social work.Background for the birth ofthe Finnish model
ECSWR 2013 20 - 22 March 2013Photos: Aino Kääriäinen 2• University: need for a new structure which could intermediatein the social relations of research, teaching and social workpractices.• City: need for knowledge and innovative interventions inurban social issues; need for skillful practitioners.• Social work profession: need for new methods fortransforming urban social work practices.Mutual interests behind Heikki Waris institutein 2000 (Kananoja 2010)Managers PoliticiansExperts byexperienceWork-teamsPracticeteachersStudentsCitizens &CommunitiesUniversityteachersWeb of collaboration in social work educationService users
ECSWR 2013 20 - 22 March 2013Photos: Aino Kääriäinen 3The Metropolitan Praxis:Enhancing transformative practice bythe means of social work practicecourses1. Getting acquainted with questions of helping in the NGO –setting.2. Basic skills of psychosocial social work in public sector setting.3. Advanced social work skills in public sector setting.The main platform is a learning network of social work agencies inchild welfare services and social work with adults.4. Practice research in various social work settings.-The Metropolitan Practice research forum.How does Praxis cross the Boundarybetween education and training?1. Courses are organised together with university teachers & HWipersonnel & agencies.2. Trialogical learning (Paavola et al. 2012) is enhanced in different processes.3. Also social workers participate in co-production processes that transformboth education and practice itself.4. Processes enhance continuous learning in social work organisations.5. Outcomes both material - research reports, teaching material, academicarticles and immaterial – “breathing”, dynamic and innovative organisationsand its´ actors. Outcomes by ’research minded’ social work , see:http://www.socca.fi/yhteistutkiminenhttp://www.socca.fi/nuoretkehittajat
ECSWR 2013 20 - 22 March 2013Photos: Aino Kääriäinen 4How is practice research taughtat the University of Helsinki?• Practice research study unit is one partof getting a Master´s degree.• The unit is equivalent to 16 credits andthe work takes about 8 to 10 months tocomplete.• The study period contains threephases: 1) lectures in doing practiceresearch and making a study plan, 2)students gather material during a two-month period and 3) students write aresearch report.• A further goal and objective is to create‘research mindedness’ in our students.Outcomes• The goal is to develop professionalidentity toward reflective, research-productive expertise.• Practice research has mainly been arewarding experience for social workstudents.• Students need to find self-guidancein themselves and learn to carry theresponsibility on their own."My development towards professional socialworker has been great. I feel how I can use myexperience to develop my work later on in thefuture. The seeds of research have been planted inme."”As employer we greatly appreciate a social workerwho is competent to produce research whenneeded, and able to deal with various data atworkplace. Hereby we feel better equipped for theuncertain future.”
ECSWR 2013 20 - 22 March 2013Photos: Aino Kääriäinen 5Preconditions for the Finnishmodel:Viewpoint of the Agency• Research-mindedness: The transforming needs ofcitizens are responded better with appropriateknowledge and tools for evaluating the effects ofinterventions in everyday life.• Valuing reflective thinking and dialogical problemsolving; valuing equality of various expertises.• In addition: Managers are eager and able to learn howto benefit from knowledge production processes andoutcomes.Preconditions for the Finnishmodel:Viewpoint of the University• Giving up of dualism in thinking about Universityeducation; the view is rather a web of social relationsfor collaborative learning.• Favourining enabling models of academic research tofacilitate engagement with concerns in practice(including work-teams, managers, politicians and/orservice users).• Valuing reflective thinking and problem posing; valuingequality of various expertises.
ECSWR 2013 20 - 22 March 2013Photos: Aino Kääriäinen 6Managers PoliticiansExperts byexperienceWork-teamsPracticeteachersStudentsCitizens &CommunitiesUniversityteachersWeb of collaboration in social work educationService users