Abstract
This article attempts to report the results of a qualitative study conducted in Hong Kong, which aims to study the applicability of contextual teaching and learning method in family therapy training for students completed Master in Social Work (part-time) Programme of The Chinese University of Hong Kong. A total of 19 students participated in the in-depth interview immediately after the completion of a yearly course of family therapy. The students had made use of different lively and graphic metaphors including a durian, horse-riding, a rapid, a journey, playing swinging, and a roller coaster to express their mixed feelings in learning; they described their understanding of family therapy as a mass of snowflakes in a huge ocean, archaeology, a biblical character, cake baking, chess playing, a baby and a primary school student. In the eyes of the students, their learning process was gradual, like eating a rice dumpling, planting a tree and learning to play a ball. Implications of the results of this study on teaching are discussed at the end of the paper.
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