Continuing education, registration and professional identity in New Zealand social work

Abstract

This article draws on a study of New Zealand social workers’ experiences of continuing professional education (CPE) during the first two years following the advent of limited statutory registration. A qualitative study demonstrates strong links between social workers’ educational aspirations and beliefs about the status of the profession. Social workers in the study perceived continuing education in part as a tool to achieve greater professional standing for social work in contested spaces. At a time when registration legislation is likely to be strengthened, this article contributes to the somewhat neglected scholarship of continuing education in an increasingly regulated social work profession.

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