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Developing social work students’ professional identity: the role of England’s Professional Capabilities Framework

Wiles, Fran (2017). Developing social work students’ professional identity: the role of England’s Professional Capabilities Framework. European Journal of Social Work, 20(3) pp. 349–360.

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DOI (Digital Object Identifier) Link: https://doi.org/10.1080/13691457.2017.1314935
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Abstract

Developing professional identity is a key aim of social work education. This paper argues that the Professional Capabilities Framework (PCF) – a holistic, capability approach to student assessment used in England’s social work education programmes – is ideally placed to promote the development of students’ professional identities. The paper discusses two research studies, each of which was stimulated by significant policy changes in England’s social work profession. The author draws out the implications of both studies for supporting social work students to develop their professional identities. It is concluded that the PCF is valued by practice educators as an assessment and teaching tool, while acknowledging that its future is uncertain due to the lack of continuity impacting on England’s social work profession. This paper is equally of relevance for social work educators outside the UK who may be developing and evaluating their assessment approaches; and also for those experiencing the impact of rapid policy changes in their own countries.

Item Type: Journal Item
Copyright Holders: 2017 Informa UK Limited
ISSN: 1468-2664
Extra Information: 13 pp.
Keywords: professional identity; holistic assessment; capability approach; social work education.
Academic Unit/School: Faculty of Wellbeing, Education and Language Studies (WELS) > Health, Wellbeing and Social Care > Social Work
Faculty of Wellbeing, Education and Language Studies (WELS) > Health, Wellbeing and Social Care
Faculty of Wellbeing, Education and Language Studies (WELS)
Item ID: 48911
Depositing User: Fran Wiles
Date Deposited: 24 Apr 2017 10:04
Last Modified: 11 Jun 2019 18:38
URI: http://oro.open.ac.uk/id/eprint/48911
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