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Baccalaureate Social Work Education: A Developmental Perspective

This article explores the components of the social work education curriculum and follows the process of socialization by focusing on the student's perspective, using comparative data collected from interviews with professors and field instructors as the context for interpreting the findings. This is a longitudinal case study of a 3-year bachelor of social work program in an Israeli academic college. A developmental perspective on the process of professional education indicates that students begin their studies with an abundance of motivation, natural skills, and values. By the second year, they had enhanced their skills and reliance on use of self and knowledge. In their third year, they were both positively and negatively charged, with a stronger belief and confidence in their use of self and skills, but less sure of their knowledge and value base. Field instructors rely mainly on skills, but also on a firm value base and use of self, while professors use value, knowledge, and skills in similar proportions. The authors' discussion of these findings highlights implications for undergraduate social work education.