Skip to main content
Top
Gepubliceerd in: Vakblad Sociaal Werk 6/2014

01-12-2014 | Op onderzoek

Gemengde gevoelens

Werkgevers geven dubbele boodschap over theoretische kennis van fictieve sollicitanten

Auteur: Marijke Van Bommel

Gepubliceerd in: Vakblad Sociaal Werk | Uitgave 6/2014

Log in om toegang te krijgen
share
DELEN

Deel dit onderdeel of sectie (kopieer de link)

  • Optie A:
    Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
  • Optie B:
    Deel de link per e-mail

Samenvatting

Hoe beoordelen werkgevers in het sociale werk de theoretische kennis van jonge, pasafgestudeerde sociaal werkers? Hoe laten zij dit oordeel meewegen bij een sollicitatie? Dat waren de vragen in het laatste deel van Marijke van Bommels promotieonderzoek. Theoretische kennis bleek gemengde gevoelens op te wekken.
Literatuur
go back to reference Bommel, M. van. (2013). Learning knowledge for competent social work: student’s learning experiences and knowledge outcomes in a constructivist bachelor’s programme. Heerlen: Open Universiteit. Bommel, M. van. (2013). Learning knowledge for competent social work: student’s learning experiences and knowledge outcomes in a constructivist bachelor’s programme. Heerlen: Open Universiteit.
go back to reference Bommel, M. van, Kwakman, K., & Boshuizen, H. P. A. (2014). Employers’ Views on desirable theoretical knowledge qualities of newly qualified social workers: A qualitative exploration. British Journal of Social Work Advance Access published February 12, 2014. Bommel, M. van, Kwakman, K., & Boshuizen, H. P. A. (2014). Employers’ Views on desirable theoretical knowledge qualities of newly qualified social workers: A qualitative exploration. British Journal of Social Work Advance Access published February 12, 2014.
go back to reference Bommel, M. van, Verharen, L. & Vosselman, M. (2011). De sociaal-agogische kennisbasis. Houten, Bohn, Stafleu Van Loghum. CrossRef Bommel, M. van, Verharen, L. & Vosselman, M. (2011). De sociaal-agogische kennisbasis. Houten, Bohn, Stafleu Van Loghum. CrossRef
go back to reference Boshuizen, H. P. A. (2003). Expertise development: How to bridge the gap between school and work. Inaugural address. Heerlen: Open University Netherlands. Boshuizen, H. P. A. (2003). Expertise development: How to bridge the gap between school and work. Inaugural address. Heerlen: Open University Netherlands.
go back to reference Edwards, R. (1998). Mapping, locating and translating: a discursive approach to professional development. Studies in Continuing Education, 20(1), 23-38. CrossRef Edwards, R. (1998). Mapping, locating and translating: a discursive approach to professional development. Studies in Continuing Education, 20(1), 23-38. CrossRef
go back to reference Eraut, M. (1994). Developing professional knowledge and competence. Abingdon: RoutlegdeFalmer. Eraut, M. (1994). Developing professional knowledge and competence. Abingdon: RoutlegdeFalmer.
go back to reference Eraut, M. (2003). Transfer of knowledge between education and the workplace. In H. P. A. Boshuizen (Ed.), Expertise development: The transition between school and work. (pp. 53-73). Heerlen: Open University Netherlands. Eraut, M. (2003). Transfer of knowledge between education and the workplace. In H. P. A. Boshuizen (Ed.), Expertise development: The transition between school and work. (pp. 53-73). Heerlen: Open University Netherlands.
go back to reference Ericsson, K. A. (Ed.). (2009). Development of professional expertise. New York: Cambridge University Press. Ericsson, K. A. (Ed.). (2009). Development of professional expertise. New York: Cambridge University Press.
go back to reference Foucault, M. (1980). Power/Knowledge. Selected interviews and other writings, 1972-1977. New York: Vintage Books. Foucault, M. (1980). Power/Knowledge. Selected interviews and other writings, 1972-1977. New York: Vintage Books.
go back to reference Osmond, J., & O’Connor, I. (2004). Formalizing the unformalized: Practitioners’ communication of knowledge in practice. British Journal of Social Work, 34(5), 677-692. CrossRef Osmond, J., & O’Connor, I. (2004). Formalizing the unformalized: Practitioners’ communication of knowledge in practice. British Journal of Social Work, 34(5), 677-692. CrossRef
go back to reference Wheelahan, L. (2010). Why knowledge matters in curriculum. A social realist argument. Abingdon: Routledge. Wheelahan, L. (2010). Why knowledge matters in curriculum. A social realist argument. Abingdon: Routledge.
Metagegevens
Titel
Gemengde gevoelens
Werkgevers geven dubbele boodschap over theoretische kennis van fictieve sollicitanten
Auteur
Marijke Van Bommel
Publicatiedatum
01-12-2014
Uitgeverij
Bohn Stafleu van Loghum
Gepubliceerd in
Vakblad Sociaal Werk / Uitgave 6/2014
Print ISSN: 2468-7456
Elektronisch ISSN: 2468-7464
DOI
https://doi.org/10.1007/s12459-014-0095-7

Andere artikelen Uitgave 6/2014

Vakblad Sociaal Werk 6/2014 Naar de uitgave

Report

Het veld

BookReview

Boekwerk

Werk in uitvoering

Geen grip