Abstract
ABSTRACT Professional identity is a dynamic process in which individuals come to view themselves as social workers. This process is enabled through utilizing transformative learning: involving the internalization of professional values, knowledge, approaches, skills, and interventions. This study examined the pedagogies that enhance the development of professional identity formation as occurred in a helping relationship course at an Israeli college. A qualitative methodology was used, in the collaborative autoethnography approach, based on systematic reflection on the participants’ experiences as social work educators. Each of the three educator-researchers documented all 12 weekly lessons, for a total of 36 journal entries. The findings point to four professional development phases during the course: self-awareness, confronting difficulties, acceptance, and integration of knowledge into practice. These findings are discussed in relation to transformative learning theory and Bion’s term of the unknown. Recommendations for social work educators are provided.
Published Version
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