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The components of autonomy discussed so far are reflection, relational autonomy and autonomy support. All these components are in some way encompassed within the umbrella term of autonomy as it is discussed in learning theory. Boud (1988 p17) makes the point that autonomy in learning relates to three different “groups of educational ideas”. Firstly, autonomy is considered as “a goal of education” whereby it is the aim of education to develop the autonomy of individuals. This has resonance with Mezirow’s (1981) work on transformative learning in which he considers that during learning we alter “problematic frames of reference” (Mezirow 2009 p92) by critically assessing internalised assumptions about our roles. Mezirow links this with building competence and self-confidence and that self-directed learning is at the route of this.

The second group of educational ideas referred to by Boud (1988) is that autonomy is an approach to educational practice that involves employing teaching and learning methods, such as problem based learning, requiring the student to be self-directed. This is exemplified by Knowles et al.’s (2015) andragogical process model in which self-directed techniques are employed to suit what are considered to be the needs of adult learners. This type of approach has been criticised by Collins (1996) on the basis that it purports to adhere to a humanistic tradition of learning but instead he considers it technisist and prescriptive as it upholds a pre-defined agency agenda of how learning

should take place. The third group of ideas is that autonomy is integral to all learning because learners have to act autonomously on some level in order to engage in learning. For example they have to engage in reading or writing an essay.

Rather than separate educational ideas relating to autonomy it is the interplay of all three of these ideas presented by Boud that is the essence of autonomy in learning. This is borne out by the findings of this thesis research. The professional autonomy of the participants had increased through their educational journey (goal of education). This increase was achieved through a combination of them having agency in their learning (autonomy integral to learning) and the strategies of others to facilitate this autonomy (educational practices). This mirrors the interrelation of the three domains of this thesis research.

The theories of both Brookfield and Eraut also have relevance to the findings of this research with regard to autonomy in learning, although neither extensively uses the term ‘autonomy’ itself. Brookfield (2001) draws on his own research and that of others to consider adult self-directed learning. He uses Witkin’s (1949; 1950) concept of ‘field-independent’ and ‘field-dependent’ learners (Brookfield 2001 p41). He states that field-independent learners are characterised as being “socially independent, individualistic (and) inner-directed” and that the prevailing view is that this signifies a learner who is better adapted and more autonomous due to their “single-minded pursuit of specified learning goals” (p42). He argues, however, that conversely his research demonstrates the valuable critical reflective capacities of field-dependent learners because of their skills at contextualising and showing an awareness of the “contingency of knowledge” (Brookfield 2001 p42). This resonates with the challenge to traditional notions of autonomy posed by relational autonomy by highlighting the influence of context. Dependence, or more appropriately interdependence in

Brookfield’s theory is considered a strength rather than a weakness or a failing, as is the case in relational autonomy. Brookfield (2001 p44) states:

“Successful self-directed learners appear to be highly aware of context in the sense of placing their learning within a social setting, in which advice, information and the skill modelling provided by other learners are crucial conditions for self-directed learning”

This resonates with the learner agency domain of this thesis research in the use the participants made use of others to develop their learning and expertise. The literature review on social work professional judgement (2:3) also indicates the importance of interpreting context as a facet of skilled sense-making by social workers.

Brookfield’s reference to the “contingency of knowledge” (Brookfield 2001 p42) has resonance with Eraut’s conceptualisation of the use of knowledge in practice. As discussed (2:7:2) Eraut (1994 p20) concludes from his research that theory and practice have a “symbiotic relationship”. Rather than understanding knowledge to be directly transferred in a linear way he contends that knowledge is reinterpreted in use. He states that knowledge “may need to be used before it can acquire any significant meaning for the user” (1994 p33). This was evident in the thesis research findings and discussed particularly in relation to the learner agency domain (4:3:3) where participants made linked knowledge to developing their professional judgement. This requires an autonomous approach to learning.

The literature reviewed in relation to professional learning (2:7:2) indicates the benefit in autonomy in learning particularly in the benefit to be found in the challenge of the work itself. Cheetham & Chivers (2001) make direct reference to feedback from participants about the value to learning of autonomy in practice. They highlight that learning was seen as being achieved through a balance of support and “being allowed

to try things on your own without ‘someone breathing down your neck’” (2001 p274). This support/autonomy balance can be seen throughout the data of the research for this thesis.

5.5 Conclusion

After presenting the three domains and themes in the previous chapter, in this chapter I introduced and discussed theoretical concepts of autonomy from philosophy, psychology and learning theory. Following an explanation and critique of these theories I demonstrated their relevance to the research findings by drawing on examples from the data. My argument is that all the three domains are rooted in ideas of autonomy and by understanding the different meanings of autonomy we can appreciate what is taking place for the students as they developed into professionals with increased autonomous capacity. A key point was that becoming autonomous and understanding oneself to be autonomous appears significant in fuelling the self-efficacy necessary for the development of skills for professional judgement. Another important point is the relational aspect of autonomy and the findings indicate that the participants’ autonomous development was inextricably linked to their relatedness to others.

6 Conclusion

6.1 Introduction

The intention of this thesis has been to address two interrelated questions:

 How do social work students develop skills for professional judgement?

 What enables, facilitates and enhances this development?

I chose to answer these questions by undertaking a hermeneutic phenomenological research study which was influenced by principles of authentic professional learning, appreciative inquiry and practice-based research. The participants were 14 students who were at the point of graduating from an MSc Social Work programme at a university in England. I hoped to learn from the participants by positioning them as experts of their own experience and as a valuable resource to inform social work education. I carried out semi-structured interviews that were constructed around critical incidents of learning in placement. I subsequently met with 7 of the participants in a focus group so that they could contribute to the interpretation of the findings. I analysed the data thematically in order to understand the phenomenological essence of what had characterised the development of skills for professional judgement for these participants. I presented these findings as a conceptual model of three domains: professional responsibility, facilitation of the professional voice and learner agency.

In the remainder of the chapter I will outline the key messages from this research before discussing the implications for practice and the challenges from practice. I will discuss the contribution to knowledge that this thesis offers and future potential

avenues for research. I will comment on the limitations before concluding with some thoughts about my own learning journey.