Is there a shared social work signature pedagogy cross-nationally? Using a case study methodology to explore signature pedagogy in England, Israel, Finland, Spain and Sweden.

M. Wallengren-Lynch
,
H.L. Chen
,
H. Muurinen
,
E. Segev
,
K. Hollertz
,
A.R. Bengtsson

Malmö University
,
University of Sussex
,
University of Helsinki
,
Sapir College
,
University of Gothenburg
,
Institute of Applied Social Research (IASR)

Research Output: Contribution to journal Article Peer-review

Open access

Abstract

While there is an international definition of social work as a profession, little is known about whether there is also a shared pedagogy in social work cross-nationally. To our knowledge, this paper is the first empirical study which aims to fill this gap by applying the concept of signature pedagogy in social work education to explore the commonality of social work pedagogy across countries. The study uses a multi-site case study (six universities in five European countries) through applying a ‘critical teacher-researcher’ approach in generating the data, followed by a two-phased thematic analysis. The study evidenced a shared principle of social work pedagogy which nurtures social work student to think and perform like a social worker and develop the professional self through developing relationships and dialogue, professional practice, group work, self-reflection and critical thinking. It is argued from, this exploratory study, that even between countries which have different welfare ideology as well as social work history and education systems, there is some common ground in social work pedagogy where one can learn from another through the use of ‘teacher as researcher’ methodologically.