En kvalitativ studie om socionomstudenternas upplevelser av sin verksamhetsförlagda utbildning. Upplevelser under VFU och påverkan på den professionella utvecklingen

Sammanfattning: The aim of this study is to understand social work students' experiences during their time at work-based learning and the impact it has on the students. The purpose is to research and acknowledge how theoretical knowledge and work-based learning impacts students' professional development. During a four-month period, social work students have a part of their education placed in a profession-relevant activity. This means making use of practical experience and knowledge related to social work. The purpose of the work-based training is to introduce the students to a real work-life context in social work and to learn what social work can look like within different professional workplaces. The selection of participants is based on students who completed their four-month work-based training and have not finished their studies at university. The study is based on interviews with social work students who had their work-based learning at different workplaces. The theoretical foundation of this study is Joel M. Charon's book about social interaction as a perspective. This study established that students' point of view on theoretical knowledge and professional development varies depending on where they had their work-based learning. The result of this study shows that different components of interactions and aspects influence students' professional development. We concluded that components such as supervisors, communication, self-esteem, and initiative contributed to a negative or positive work-based learning experience; based on how these components were at play. The study also shows that the experience students have within their work-based learning affects their professional development. Components such as reflection, theoretical knowledge, and learning process in work-based learning have impacted students' professional development.