A simple but powerful concept poses a challenge for the teaching and learning of social work practice

Abstract

ABSTRACT The concept of incremental (first-order change) and transformational (second-order change) learning is applied to the setting up of teaching objectives and subsequent identification of appropriate learning material in classroom and field practice instruction. Students' first-order change reflected in social work teaching, relies upon step-by-step incremental learning, expansively building upon previous capabilities while simultaneously modifying what has been learned before. In contrast, second-order change toward professional competence demands fundamental shifts in the students' thinking: a reframing of previous learning which serves as a springboard for a transformation to new levels of comprehension. The differentiation between these two diverse processes of learning is also useful in the application to curriculum planning. Additionally, this kind of conception is suggested as a possible thinking screen for direct practice.