Abstract
The teaching of social work research methods on social work courses poses questions about various polarities in social work epistemology. Does social work strive to develop an approach to research all of its own or can it only secure its professionalism by conforming to the academic standards of other disciplines? Cross-national experiences in teaching social work research methods in different European countries are used here to explore the relationship between teaching research and teaching social work methods. Both have to account for the historical nature of social work and hence avoid harmonisation and standardisation, whilst remaining committed to standards of truth and accountability.
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