Ciências Sociais >
Psychologica N.52 Vol.2 - 2010 >
Please use this identifier to cite or link to this item:
|Title: ||The challenges of Social Work education in Europe|
|Authors: ||Campanini, Annamaria|
Universidade de Coimbra. Faculdade de Psicologia e de Ciências da Educação (ed. lit.)
|Issue Date: ||2010|
|Publisher: ||Imprensa da Universidade de Coimbra|
|location : ||Local:Coimbra|
|Abstract: ||Res:In my presentation I will explore the situation of social work education in Europe, looking at the challenges of the XXI Century, underlining the effects and the demands arising from the application of the Bologna process and stressing the importance of developing innovative experiences in training, that focus more on competences and on an international dimension in education.
Social work education initially grew in Europe at different stages from the beginning of XX th century till the end of the second world war, but also had a new and important “rebirth” after the crash of the communist regime in the central eastern part of Europe. In the last two decades the creation or re-opening of social work education in eastern European countries has been of considerable significance.
What does ‘social work’ mean today and what currently are the social professions being referred to in different European countries? Authors like Lyons, Lawrence (eds.2006) and Lorenz (2006), among others, deal with the topic of social professions
in Europe, with a particular focus on the role covered by education in preparing social workers. Education in social work is worthy of such a sustained focus, because of its unique nature in reflecting specific cultural and contextual dimensions. Historical backgrounds, social policy trends, pedagogical and disciplinary relationships and ‘politics’ all have implications for the way in which training in social work has been established in different countries. Local factors and European policy developments are all important elements in determining in what way social work education is evolving in terms of structure, curricula and pedagogical issues.|
|Appears in Collections:||Psychologica N.52 Vol.2 - 2010|
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.