Researching 'authentic professional learning' - how social work students develop professional judgement skills

This paper will present the methodological and substantive elements of ongoing Doctoral research into how skills of professional judgement are developed by social work students in England. The notion of ‘authentic... [ view full abstract ]

This paper will present the methodological and substantive elements of ongoing Doctoral research into how skills of professional judgement are developed by social work students in England.

The notion of ‘authentic professional learning’ is proposed by Webster-wright (2009) to encapsulate the concept of the ‘lived experience’ of learning as it takes place for professionals (2009:175). She advocates for research that

‘seeks to understand professionals’ experiences of learning in a way that respects and retains the complexity and diversity of these experiences, with the aim of developing insights into better ways to support professionals’
( Webster-wright 2009:714)

Effective professional judgement is at the core of good social work practice and is embedded in regulatory and professional frameworks. Whilst research into social work professional judgement is increasing I would argue that we still lack robust knowledge and understanding of how these skills are learned and developed by social workers and social work students. Using the concept of ‘authentic professional learning’ my research sought to uncover how learning is taking place for students with the eventual aim of influencing the development of pedagogical responses that seek to support and enhance this learning.

The research used a critical event narrative approach, within a framework of appreciative inquiry to explore with students at the point of qualification their development of professional judgements skills during the course of field placements.

An enmeshed picture emerged of the interplay of autonomy and validation in practice decisions; personal agency in learning and an evolution into adopting a social worker identity. This was mediated throughout by the development of professional confidence.



Webster-Wright, A. 2009. Reframing Professional Development Through Understanding Authentic Professional Learning. Review of Educational Research, 79(2), pp.702–739.