The Transitional Experiences of Social Work Practitioners Working in Higher Education

IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH Journal of Teaching in Social Work Pub Date : 2023-05-27 DOI:10.1080/08841233.2023.2208387
T. Almond
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引用次数: 0

Abstract

ABSTRACT This paper explores the experiences of social work practitioners making a career move from front-line practice into academia. Six participants engaged in a focus group and subsequent individual semi-structured interviews to reflect on their transitional experiences. From this, factors that helped or hindered the transition were identified and pertinent themes were generated, explored, and analyzed. The paper concludes that meaningful relationships and having a sense of belonging are crucial to successful transition from practice to academia. Relationships are considered integral to both professional identity and positive experiences, particularly within the first year of transition, though their importance is often overlooked by the employing higher education institution.
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高等教育社会工作工作者的转型经验
摘要本文探讨了社会工作从业者从一线实践走向学术的经历。六名参与者参加了一个焦点小组和随后的个人半结构化访谈,以反思他们的过渡经历。由此,确定了有助于或阻碍过渡的因素,并生成、探索和分析了相关主题。论文的结论是,有意义的关系和归属感对于从实践到学术的成功过渡至关重要。关系被认为是职业身份和积极经历的组成部分,尤其是在过渡的第一年,尽管它们的重要性经常被雇用的高等教育机构忽视。
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来源期刊
Journal of Teaching in Social Work
Journal of Teaching in Social Work EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
1.20
自引率
0.00%
发文量
36
期刊介绍: The Journal of Teaching in Social Work fills a long-standing gap in the social work literature by providing opportunities for creative and able teachers—in schools, agency-based training programs, and direct practice—to share with their colleagues what experience and systematic study has taught them about successful teaching. Through articles focusing on the teacher, the teaching process, and new contexts of teaching, the journal is an essential forum for teaching and learning processes and the factors affecting their quality. The journal recognizes that all social work practitioners who wish to teach (whatever their specialty) should know the philosophies of teaching and learning as well as educational methods and techniques.
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