Abstract

In the discipline of social work, there has been a steady interest in matters concerning professional identity and identification—most especially in social work education, where educators are tasked with the responsibility of supporting students to develop their professional identity in increasingly complex and demanding contexts. This paper presents one aspect of a larger study that explores how the use of a reflexive photography assignment in social work field practica led students to develop critical reflection skills and, importantly, how this led to an unexpected learning on how students are contending with issues of professional identity. The paper concludes with implications for social work curriculum development and education.