The affordances of processing subject knowledge through academic writing are rarely explicitly realised in social work education. In this article, we highlight the link between instructors’ efforts to facilitate students’ academic writing and students’ perceived increase of knowledge in the subject of social work in an international context. Based on instructors’ and students’ reflections collected before, during, and after a course, we aimed to answer the following questions: in what way can academic writing support students’ learning in social work? What are students’ reflections on the pedagogical model involving academic writing? The theoretical framework for the analysis was based on learning theories focusing on collaborative learning. The main conclusion is that the instructors’ awareness of how to scaffold students’ ability to write in an academic context and to develop the students’ understanding of social work in a local and global context is an important factor in student learning.

在社會工作教育範疇，較少透過學術寫作訓練學生的學科知識能力。我們在本文中，我們重點關注在國際背景下，強調教師導師的努力對於促進學生學術寫作能力的做法和學生所感知到社會工作知識的增進之間的關係增進學生在具國際背景的社會工作知識之間的關係基於來自教師導師與學生的反思（包括在課堂前，期間及之後），我們希望回答以下問題：學術寫作以何種方式支持學生學習社會工作？學生對於包括學術寫作在內的教學模式的反思如何？本文用作分析的理論框架是是基於強調著重協作學習的學習理論。本文的主要結論是教導師對於如何支持學生學術寫作能力，協助發展學生在本地與全球背景下去理解社會工作的意識，是學生學習的關鍵因素。

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