The claim that professional social work should be based on scientific knowledge is many decades old with knowledge transfer usually moving in the direction from science to practice. The authors critique this model of knowledge transfer and support a hybrid one that places more of an emphasis on professional knowledge and action occurring in the real world. The authors particularly focus on the organizational contexts in which social work practice occurs in presenting a model of cooperative knowledge formation.
Berliner, D.C. (1992). The nature of expertise in teaching. In F. K. Oser, A. Dick , & J.-L. Oser (Eds.), Effective and responsible teaching: The new synthesis (pp. 227-248). San Francisco: Jossey-Bass.
2.
Dann, H.-D. (1994). Pädagogisches Verstehen: Subjektive Theorien und erfolgreiches Handeln von Lehrkräften. In K. Reusser & M. Reusser-Weyeneth (Eds.), Verstehen (pp. 163-182). Bern, Switzerland: Huber.
3.
Dewe, B. (2005). Von der Wissenstransferforschung zur Wissenstransformation: Vermittlungsprozesse-Bedeutungsveränderungen. In G. Antos & S. Wichter (Eds.), Wissenstransfer durch Sprache als gesellschaftliches Problem (pp. 365-379). Bern, Switzerland: Lang.
4.
Dewe, B., Ferchhoff, W., & Radtke, F.-O. (1992). Das Professions-wissen von Pädagogen. Ein wissenstheoretischer Rekonstruktionsversuch. In B. Dewe, W. Ferchhoff, & F.-O. Radtke (Eds.), Erziehen als Profession. Zur Logik professionellen Handelns in pädagogischen Feldern (pp. 70-91). Opladen, Germany: Leske, Budrich.
5.
Dewe, B., Ferchhoff, W., Scherr, A., & Stüwe, G. (1993). Professionelles soziales Handeln. Soziale Arbeit im Spannungsfeld zwischen Theorie und Praxis. Weinheim , Germany: Juventa.
6.
Eisenberg, W. (Ed.). (2005). Physik, Information und Informations-systeme. Leipzig, Germany: Leipziger Universitätsverlag.
7.
Feld, W. (1925). Die Fürsorge im Hochschulunterricht und als Wissenschaft . Schweizerische Zeitschrift für Gemeinnützigkeit, 64, 424-435.
8.
Forsyth, P.B., & Danisiewicz, T.J. (1985). Towards a theory of professionalization . Work and Occupation, 12(1), 59-76.
9.
Gambrill, E. (1999). Evidence-based practice: An alternative to authority-based practice. Families in Society, 80, 341-350.
10.
Gambrill, E. (2006). Evidence-based practice and policy: Choices ahead . Research on Social Work Practice, 16, 338-357.
11.
Gibbons, M., Limoges, C., Nowotny, H., Schwartzman, S., Scott, P., & Trow, M. (1994). The new production of knowledge. The dynamics of science and research in contemporary societies. Thousand Oaks, CA: Sage.
12.
Gira, E.C., Kessler, M.L., & Poertner, J. (2004). Influencing social workers to use research evidence in practice: Lessons from medicine and the allied health professions. Research on Social Work Practice, 14, 68-79.
13.
Gredig, D. (2005). The co-evolution of knowledge production and transfer. Evidence-based intervention development as an approach to improve the impact of evidence on social work practice. In P. Sommerfeld (Ed.), Evidence-based social work-Towards a new professionalism? (pp. 175-200). Bern, Switzerland: Lang.
14.
Haken, H., & Schiepek, G. (2006). Synergetik in der Psychologie: Selbstorganisation verstehen und gestalten. Göttingen, Germany: Hogrefe.
15.
Howard, M.O., & Jenson, J.M. (1999). Clinical practice guidelines: Should social work develop them? Research on Social Work Practice, 9, 283-301.
16.
Larson, M.S. (1977). The rise of professionalism. A sociological analysis . Berkeley: University of California Press.
17.
Law, L.-C. (1998). Bridging the gap between knowledge and action: A situated cognition view (Research report No. 92). Munich , Germany: Ludwig Maximilian-University, Institute for Educational Psychology and Empirical Pedagogy.
18.
Luhmann, N. (1977). Differentiation of society. Canadian Journal of Sociology, 2, 29-53.
19.
Mandl, H. (Ed.). (1990). Social and cognitive aspects of learning and instruction. Oxford, New York: Pergamon.
20.
Mandl, H., Gruber, H., & Renkl, A. (1996). Communities of practice toward expertise: Social foundation of university instruction. In P. B. Baltes & U. Staudinger (Eds.), Interactive minds. Life-span perspectives on the social foundation of cognition (pp. 394-411). Cambridge, UK: Cambridge University Press.
21.
Mead, G.H. (1967). The philosophy of the act. Chicago: University of Chicago Press.
22.
Nadai, E., Sommerfeld, P., Bühlmann, F., & Krattiger, B. (2005). Fürsorgliche Verstrickung. Soziale Arbeit zwischen Profession und Freiwilligenarbeit. Wiesbaden, Germany: VS Verlag für Sozialwissenschaften.
23.
Nowotny, H. (1975). Zur gesellschaftlichen Irrelevanz der Sozialwissenschaften . KZfSS, Sonderheft, 18, 445-456.
24.
Oevermann, U. (1996). Theoretische Skizze einer revidierten Theorie professionalisierten Handelns. In A. Combe & W. Helsper (Eds.), Pädagogische Professionalität (pp. 70-182). Frankfurt, Germany: Suhrkamp.
25.
Piaget, J. (1984). Psychologie der Intelligenz (8. Aufl., original work published 1947). Stuttgart, Germany: Klett-Cotta.
26.
Rosen, A., & Proctor, E.K. (2002). Standards for evidence-based social work practice. The role of replicable and appropriate interventions, outcomes, and practice guidelines. In A. R. Roberts & G. J. Greene (Eds.), Social worker's desk reference (pp. 743-747). New York: Oxford University Press.
27.
Rüschemeyer, D. (1972). Ärzte und Anwälte: Bemerkungen zur Theorie der Professionen. In T. Luckmann & W. M. Sprondel (Eds.), Berufssoziologie (pp. 168-181). Cologne, Germany: Kiepenheuer & Witsch.
28.
Sackett, D.L., Rosenberg, W.M.C., Gray, M.J.A., Haynes, B.R., & Richardson, S.W. (1996). Evidence based medicine: What it is and what it isn't. British Medical Journal, 312, 71-72.
29.
Senge, P.M. (1998). Die fünfte Disziplin. Kunst und Praxis der lernenden Organisation. Stuttgart, Germany: Klett-Cotta.
30.
Sidler, N. (2004). Sinn und Nutzen einer Sozialarbeitswissenschaft. Eine Streitschrift. Freiburg, Germany: Lambertus.
31.
Strauss, A.L., Fagerhaugh, S., Suczek, B., & Wiener, C. (1997). Social organization of medical work. New Brunswick NJ: Transaction.
32.
Suchman, L.A. (1991). Plans and situated actions: The problem of human machine communication. Cambridge, UK: Cambridge University Press.
33.
Terhart, E. (1996). Berufskultur und professionelles Handeln bei Lehrern . In A. Combe & W. Helsper (Eds.), Pädagogische Professionalität (pp. 448-471). Frankfurt, Germany: Suhrkamp.
34.
Thyer, B.A. (2002). Principles of evidence-based practice and treatment development. In A. R. Roberts & G. J. Greene (Eds.), Social worker's desk reference (pp. 730-742). New York: Oxford University Press.
35.
Webb, S.A. (2001). Some considerations on the validity of evidence-based practice in social work. British Journal of Social Work, 31, 57-79.
36.
Weinert, F. E., & Kluwe, R. H. (Eds.). (1984). Metakognition, Motivation und Lernen. Stuttgart, Germany: Kohlhammer.
37.
Weizsäcker, C. F. von (1992). Zeit und Wissen. Munich, Germany: Hanser Verlag.
38.
Wiegand, M. (1996). Prozesse organisationalen Lernens. Wiesbaden, Germany: Gabler.
39.
Wilensky, H.L. (1972). Jeder Beruf eine Profession? In T. Luckmann & W. M. Sprondel (Eds.), Berufssoziologie (pp. 198-215). Cologne, Germany: Kiepenheuer & Witsch.
40.
Ziegler, H. (2005). What works in social work-Challenging the political agenda. In P. Sommerfeld (Ed.), Evidence-based social work-Towards a new professionalism? (pp. 31-51). Bern , Switzerland: Lang.
