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  • 1.
    Dychawy Rosner, Irena
    et al.
    Malmö University, Faculty of Health and Society (HS), Department of Social Work (SA).
    Högström, Mats
    Malmö University, Faculty of Health and Society (HS), Department of Social Work (SA).
    A Proposal for inquiry of network and challenge-based learning in social work education2018In: Tiltai : Bridges in Social Sciences, ISSN 1392-3137, Vol. 79, no 2, p. 43-54Article, review/survey (Refereed)
    Abstract [en]

    Today’s welfare system faces a variety of social challenges in terms of social vulnerability, inequality and the presence of segregated and parallel societies. Within this complexity, the professional practitioner meets opportunities for action, institutional frameworks, and the role of higher education as a future social innovator. The objective of this paper is to suggest an inquiry concerning how social work students form their conception on the complexity of every-day social work practice and professional expertise. The focus is to investigate social work students’ process and formation of knowledge regarding challenge based learning (CBL). Methodologically the examination will be based on multi-method data triangulation design. In conclusion this paper suggests the use of socio-ecological and social learning theory to develop more dynamic teaching models to enhance the understanding of the challenging pathways linking social structures in development of students’ professional self.

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  • 2.
    Hallstedt, Pelle
    et al.
    Malmö högskola, School of Teacher Education (LUT).
    Högström, Mats
    Malmö högskola, School of Teacher Education (LUT).
    A European Perspective2005In: Applied social care: an introduction for Irish students, Gill & Macmillan , 2005Chapter in book (Other academic)
  • 3.
    Hallstedt, Pelle
    et al.
    Malmö högskola, School of Teacher Education (LUT).
    Högström, Mats
    Malmö högskola, School of Teacher Education (LUT).
    The recontextualisation of social pedagogy: a study of three curricula in the Netherlands, Norway and Ireland2005Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The purpose of this thesis is to describe, analyse, and compare the recontextualisation of social pedagogy in three different curricula; in Nijmegen (NL), Lillehammer (N), and Sligo (IRL). The curricula represent different academic orientations and are located in different social-political contexts. The recontextualisation of social pedagogy, the concept derived from the works of Basil Bernstein, indicates the transformation of social pedagogical actions into an educational context. The material consists of texts: syllabuses, study guides, timetables, assignments, practice placements lists, interviews: teachers, administrators, students, and observations: lectures, placement supervision. The outcome of the recontextualisation is firstly analysed with the use of concepts from Bernstein’s code theory: classification and framing, integrated and collection code, and pedagogic discourse. Secondly the analysis of the recontextualisation is compared to a provisional definition based on the contemporary discourse of social pedagogy. The Nijmegen curriculum is characterised by an integrated code with weak classification between subjects. The framing between lecturers and students as well as between theory and practice is strong. The curriculum emphasises the fostering of strong students with artistic skills as a fundemantal resource. Clients are in some sections presented as commensurable and in other as fundamentally different from the social educational worker. The Lillehammer curriculum is characterised by a collection code that turns into an integrated code in later sections of the programme. The degree of academicalisation is high and it has a strong emphasis on scientifically derived methods in social educational work. The classification between college and work field is weak, framing between lecturers is weak but strong between lecturers and students. The two strands stress different client conceptions; child welfare workers and clients are presented as being on the same level, whereas the asymmetry between welfare nurses and clients evident. The Sligo curriculum has an academic orientation. The programme is built on a collection code; strong classification between subjects. The framing is strong between lecturers, lecturers and students, as well as between the college and the work field. A caring relationship between worker and client is a central goal. As a consequence the relationship between worker and client is presented as rather asymmetric. Ethics and therapy-based reflections on the relationship are central. The fundamentals of the respective national social-political context can be detected in all the three curricula. There is an apparent congruency between curriculum and social-political context.

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  • 4. Hallstedt, Pelle
    et al.
    Högström, Mats
    Malmö högskola, Faculty of Health and Society (HS), Department of Social Work (SA).
    Nilsson, Riitta
    Samtal: en väg till gemenskap för äldre2013In: Gemenskaper: socialpedagogiska perspektiv / [ed] Lisbeth Eriksson, Gunilla Nilsson, Lars A. Svensson, Daidalos, 2013Chapter in book (Other academic)
  • 5. Hallstedt, Pelle
    et al.
    Högström, Mats
    Malmö högskola, Faculty of Health and Society (HS), Department of Social Work (SA).
    Nilsson, Riitta
    What is social pedagogy? A new way of working with older people in Sweden2013In: Applied Social Care: An Introduction for Students in Ireland / [ed] Kevin Lator, Perry Share, Gill & Macmillan , 2013Chapter in book (Other academic)
  • 6.
    Malmberg, Claes
    et al.
    Malmö högskola, School of Teacher Education (LUT), Nature-Environment-Society (NMS).
    Hallstedt, Per-Axel
    Hartsmar, Nanny
    Malmö högskola, School of Teacher Education (LUT), Nature-Environment-Society (NMS).
    Högström, Mats
    Christersson, Cecilia
    Malmö högskola, Faculty of Odontology (OD).
    Mattheos, Nikos
    Malmö högskola, Faculty of Odontology (OD).
    Education, Dentistry and Social work: Assessment for development of professional competence in a culturally heterogeneous society (Malmö)2007Conference paper (Refereed)
    Abstract [en]

    The aim of the project is to use assessment in developing students’ professional competence during their courses of studies for qualification as social workers, teachers and dentists in a culturally heterogeneous society. The difficulty of uniting theory and practise into a cohesive whole is solved by the use of “simulated” authentic situations. The students describe critical professional situations. These are also described by experts. The students compare their analysis and interpretations with those given by the experts. They are used in self-assessment, group discussion and examination. The situations are characterized partly by specific theoretical knowledge and partly by the obscure. In practice, the concept means that the students describe, analyse and act, compare their own handling of the situation with others’ and articulate their need to further develop their competence. Access to a learning management system (LMS) means that everything is documented and easy to search through. For courses, the project results in a useful model with specific reference to the central connection between theory and practice. In essence the model is common, but adjusted to the different courses of study and the varying requirements of the professions. It can also be used in other courses of study

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    FULLTEXT01
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