Abstract
Although agency-based practice accounts for approximately half of the period of qualifying education, relatively little is known about the cognitive changes which take place during placements. A longitudinal study of 18 social work students, using repertory grid technique as the primary research tool, finds that pre-entry experience and age significantly influence the pattern of formation of professional identity, and also the content of thinking about practice. Analysis of the pattern of structure and coherence of personal models of practice also suggests that transfer of learning may be a more problematic competence than conventionally recognised.
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