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In an action research project, new mentoring support forms were developed for students working with families facing multiple challenges, and qualitative analysis focused on students’ reflections from mentoring meetings. Content analysis indicates that practice learning should operate as a reflexive dialogue between mentors and students, supported by continuous, concrete mentoring group assistance that helps address uncertainty in collaborative helping processes.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/reflexive-practice-learning-as-the-potential-to-become-a-competent-future-practitioner/598432/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/reflexive-practice-learning-as-the-potential-to-become-a-competent-future-practitioner/598432.png","ImageObject",300,407,{"name":92,"@type":93},"A glass of water","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What educational challenge does the article address?","Question",{"text":112,"@type":113},"Providing social work education that equips students for their future careers, especially ensuring sufficient knowledge for competent fieldwork.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was mentoring support developed in the study?",{"text":117,"@type":113},"Within an action research project, new mentoring support forms were created for students working with families facing multiple challenges.",{"name":119,"@type":110,"acceptedAnswer":120},"What does the analysis conclude about how practice learning should be structured?",{"text":121,"@type":113},"Practice learning should be framed as a reflexive dialogue between mentors and students, with opportunities to share experiences and expand knowledge in small mentoring groups.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},598432,1792230708,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090760832,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","DOI: [https://doi.org/10.26529/cepsj.1445](https://doi.org/10.26529/cepsj.1445)  \nReflexive Practice Learning as the Potential to Become a Competent Future Practitioner  \nTadeja Kodele*1 and Nina Mešl2  \n• The article presents an example of social work education, in which reflexive practice learning was used to help students work competently in professional practice. Within an action research project, new forms of mentoring support for students working with families facing multiple challenges were developed as part of their practice learning. This paper presents the results of a qualitative analysis of the students’ reflectionson mentoring meetings. Content analysis was used for data analysis. The analysis shows that practice learning should be framed as a reflexive dialogue between mentors and students. Students need opportunities to share experiences and expand their knowledge with other students in small mentoring groups. The continuous and concrete support that the mentoring group provided to the students in practice enabled them to deal with the sense of uncertainty that often arises in collaborative processes of help.  \nKeywords: mentoring, practice learning, reflexive approach, theory of social work  \n1 *Corresponding Author. Faculty of Social Work, University of Ljubljana, Ljubljana, Slovenia; [tadeja.kodele@fsd.uni-lj.si](tadeja.kodele@fsd.uni-lj.si).  \n2 Faculty of Social Work, University of Ljubljana, Ljubljana, Slovenia.  \n64 reflexive practice learning as the potential to become a competent future ...  \nRefleksivno praktično učenje kot priložnost za prihodnje kompetentno delo v praksi  \nTadeja Kodele in Nina Mešl  \n• Članek predstavlja primer izobraževanja na področju socialnega dela, vkaterem je bil poudarek na refleksivnem praktičnem učenju kot pomočštudentkam in študentom za kompetentno delo v praksi. V okviru akcijskega raziskovalnega projekta smo kot del praktičnega učenja razvilinove oblike mentorske podpore študentkam in študentom, ki so sodelovali z družinami s številnimi izzivi. V članku so predstavljeni izsledki kvalitativne analize refleksij mentorskih srečanj. Za analizo podatkovsmo uporabili vsebinsko analizo. Ta je pokazala, da je treba praktičnoučenje oblikovati kot refleksivni dialog med mentoricami in mentorji ter študentkami in študenti. Študentke in študenti potrebujejo priložnosti za izmenjavo izkušenj in razvijanje znanja z drugimi študentkami in študenti v majhnih mentorskih skupinah. Kontinuirana in konkretna podpora, ki jo je mentorska skupina zagotavljala študentkam in študentom na praksi, jim je omogočila, da so se spopadli z občutki negotovosti, ki se pogosto pojavljajo v sodelovalnih procesih pomoči.  \nKljučne besede: mentorstvo, praktično učenje, refleksivni pristop, teorija socialnega dela  \nIntroduction  \nIt has always been a challenge to provide an education that equips students for their future careers. Both the social sciences and the natural sciences are concerned with this (Bates 2007; Bogo, 2010; Garcia-Aracil et al., 2021; Hernandez-March et al., 2009) . In the present article, an example of education at Faculty of Social Work, University of Ljubljana (hereafter: FSW) is presented.  \nThe thesis is that social work cannot be learned simply from books, while practical experience without theoretical knowledge is also insufficient. Many authors (Bogo, 2010; Burton, 2015; Kourgiantakis et al., 2018; Sicora, 2019) point out that social work students consider practice learning as one of the most important components of education to prepare them for the transition to the world of work. Several studies (e.g., Trede et al. 2012, Engelbertink et al., 2022) also find that practice learning is the most critical factor in strengthening students’professional identity. However, Shulman (1998) notes that the responsibility of developing professionals is not only to apply what they learn to practice, but to transform, adapt, blend, synthesise, critique and invent practice in order to move from ","cbCairy37eUKLYIQ","https://ap.wps.com/l/cbCairy37eUKLYIQ","pdf",190895,22,"English","# Introduction\n## Reflexive approach and practice learning in social work\n## Mentoring support for students and qualitative analysis","[{\"question\":\"What educational challenge does the article address?\",\"answer\":\"Providing social work education that equips students for their future careers, especially ensuring sufficient knowledge for competent fieldwork.\"},{\"question\":\"How was mentoring support developed in the study?\",\"answer\":\"Within an action research project, new mentoring support forms were created for students working with families facing multiple challenges.\"},{\"question\":\"What does the analysis conclude about how practice learning should be structured?\",\"answer\":\"Practice learning should be framed as a reflexive dialogue between mentors and students, with opportunities to share experiences and expand knowledge in small mentoring groups.\"}]","Reflexive Practice Learning as the Potential to Become a Competent Future Practitioner | PDF",1792086920,55]