Pedagogical Practice Wisdom in Social Work Practice Teaching—A Kaleidoscopic View

Abstract

Limitations of technical rationality, the dominant paradigm for making sense of human interactions in the context of social work practice, have drawn much attention. Currently, practice wisdom in social work education is at the center of a hot debate, but one confined to conceptual analysis. As of yet, there is no empirical reference for its substantive contents and operation. In the current presentation, four features of practice wisdom are developed, based upon a synthesis of the commonalities of practice wisdom as inferred from extensive scholars' views: the interplay of Moral Reasoning and Cognitive Knowledge, the Agential Nature of Knowledge, the Interactive Process of Knowledge Generation, and the Fluid Status of Knowledge. To advance the development of social work pedagogy by filling the gaps in empirical knowledge, these four features, hence, pedagogical practice wisdom, as exercised by practice teachers, are explored. Ten videotaped practice teaching scenarios and twenty co-reflection meetings were undertaken with five practice teachers and analyzed. The main finding is that practice teachers exercised nondeliberative reflection, each emphasizing different features of practice wisdom, thus shaping their teaching in ways unique to each. These results suggest a kaleidoscopic view in understanding pedagogical practice wisdom and specialized training for practice teachers.