Deprofessionalisierung in berufsbegleitenden Masterstudiengängen der Sozialen Arbeit entgegenwirken: Impulse für die Hochschullehre

Veronika Verbeek

doi:10.21240/zfhe/20-1/27

This article derives recommendations for university teaching from the results of a learning psychology evaluation study of Master’s students on part-time social work courses. Only self-determined motivation, in particular intrinsic motivation, proved to be significant for academic study goals. With an overall low intrinsic motivation in favour of a rather externally determined motivation among master students, fundamental questions of selection diagnostics and the promotion of study success arise in order to counteract deprofessionalization in social work.

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This work is licensed under a Creative Commons Attribution 4.0 International License.

The authors of our issue 20/1 address psychological aspects of planning and implementing courses, discuss teaching methods in this regard and analyse the role and function of performance assessments at a high level. In this context, the reflection of teaching - by teachers and students -, the concrete use of language in teaching and the promotion of personal resources are also the subject of debate. In particular, the emotional aspects of learning are thematised in terms of the social integration of learners and their possibilities for pedagogical self-regulation. With all these perspectives on our topic, it is therefore more than clear that the findings of psychology are of eminent importance for the development of higher education.

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Veronika Verbeek WWW
IU Internationale Hochschule

How to Cite

Verbeek, V. (2025). Counteract deprofessionalisation in extra-occupational Master’s degree courses in social work: Impulses for university teaching. Zeitschrift für Hochschulentwicklung (Journal for Higher Education Development), 20(1), 547–566. https://doi.org/10.21240/zfhe/20-1/27

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