This article is a reflective account of my student experiences of practice teaching whilst on placements during the Social Work Degree. I consider what and how my Practice Teachers and on-site supervisors have been able to teach me about Social Work and Social Work skills and what I have learnt about myself as a person and future practitioner. I look at what, I believe makes a good Practice teacher and how different styles of teaching have enhanced my learning. I reflect on the benefits, under the new degree, of increased days on placement and how this has helped me in applying theory, methods and models which are not always easy in the classroom. At the time of completing this article I am three quarters of the way through my last placement of 100 days. I am undertaking my Social Work degree at the University of Northampton, which has a full time degree course of three years and a part time route taking four years. I am due to graduate with a B.A Honours degree in Social Work in July 2007.
{"title":"Social work placements","authors":"J. Buck","doi":"10.1921/JPTS.V7I1.340","DOIUrl":"https://doi.org/10.1921/JPTS.V7I1.340","url":null,"abstract":"This article is a reflective account of my student experiences of practice teaching whilst on placements during the Social Work Degree. I consider what and how my Practice Teachers and on-site supervisors have been able to teach me about Social Work and Social Work skills and what I have learnt about myself as a person and future practitioner. I look at what, I believe makes a good Practice teacher and how different styles of teaching have enhanced my learning. I reflect on the benefits, under the new degree, of increased days on placement and how this has helped me in applying theory, methods and models which are not always easy in the classroom. At the time of completing this article I am three quarters of the way through my last placement of 100 days. I am undertaking my Social Work degree at the University of Northampton, which has a full time degree course of three years and a part time route taking four years. I am due to graduate with a B.A Honours degree in Social Work in July 2007.","PeriodicalId":446723,"journal":{"name":"The Journal of practice teaching & learning","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131838120","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper explores the ways that social work practice learning, through community development projects, can help take forward the local sustainability agenda. The first part establishes links between three pedagogic areas: education for sustainability, student learning in the community and social work practice learning. The second section presents a case study of a small-scale, sustainability initiative at the University of Plymouth, UK. The paper negotiates an inherent tension between a broad and all encompassing conceptualisation of education for sustainability, and the specific approach to professional training prescribed for social workers and teachers. The tension mirrors the multi-leveled dimensions of the sustainability initiative under discussion. The case study considers the emergent, methodological approach to learning that was adopted. Prescribed outcomes were actively resisted and the paper argues that this approach carries merit. In closing, aspects of partnership working amongst the community development agencies and university, and future trajectories of the project are elucidated.
{"title":"Sustainable communities and social work practice learning","authors":"J. Blake","doi":"10.1921/JPTS.V9I2.393","DOIUrl":"https://doi.org/10.1921/JPTS.V9I2.393","url":null,"abstract":"This paper explores the ways that social work practice learning, through community development projects, can help take forward the local sustainability agenda. The first part establishes links between three pedagogic areas: education for sustainability, student learning in the community and social work practice learning. The second section presents a case study of a small-scale, sustainability initiative at the University of Plymouth, UK. The paper negotiates an inherent tension between a broad and all encompassing conceptualisation of education for sustainability, and the specific approach to professional training prescribed for social workers and teachers. The tension mirrors the multi-leveled dimensions of the sustainability initiative under discussion. The case study considers the emergent, methodological approach to learning that was adopted. Prescribed outcomes were actively resisted and the paper argues that this approach carries merit. In closing, aspects of partnership working amongst the community development agencies and university, and future trajectories of the project are elucidated.","PeriodicalId":446723,"journal":{"name":"The Journal of practice teaching & learning","volume":"210 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123733605","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"An actor on acting in the classroom","authors":"N. Hald","doi":"10.1921/JPTS.V10I3.253","DOIUrl":"https://doi.org/10.1921/JPTS.V10I3.253","url":null,"abstract":"","PeriodicalId":446723,"journal":{"name":"The Journal of practice teaching & learning","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117083107","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2010-03-11DOI: 10.1921/146066910X570267
G. Heron, J. Lerpiniere, Stephanie Church
Whilst the practice placement is widely regarded as an integral component of social work qualifying courses there is less agreement about the most effective way of assessing student learning during this period on the course. This study explored students’ perceptions of a portfolio that was linked to the practice placement. The findings suggest the portfolio contributes positively to the learning process; however, this may be determined more by the separate parts of work than the compilation of an integrated or ‘holistic’ portfolio. If the portfolio is to be an effective assessment tool, it needs to complement fully students’ experience on placement rather than detract attention from it. Improvements in design will have to be mirrored by effective communication between tutors and practice teachers if the portfolio is to maximise practice learning.
{"title":"Portfolios and practice-based learning: A student perspective","authors":"G. Heron, J. Lerpiniere, Stephanie Church","doi":"10.1921/146066910X570267","DOIUrl":"https://doi.org/10.1921/146066910X570267","url":null,"abstract":"Whilst the practice placement is widely regarded as an integral component of social work qualifying courses there is less agreement about the most effective way of assessing student learning during this period on the course. This study explored students’ perceptions of a portfolio that was linked to the practice placement. The findings suggest the portfolio contributes positively to the learning process; however, this may be determined more by the separate parts of work than the compilation of an integrated or ‘holistic’ portfolio. If the portfolio is to be an effective assessment tool, it needs to complement fully students’ experience on placement rather than detract attention from it. Improvements in design will have to be mirrored by effective communication between tutors and practice teachers if the portfolio is to maximise practice learning.","PeriodicalId":446723,"journal":{"name":"The Journal of practice teaching & learning","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129424079","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Summary: Undertaking practice placements (fieldwork instruction, agency-based practice learning) is an integral part of professional social work education and training across the United Kingdom. Scottish universities and partner social work service providers have however experienced long term challenges in an effort to ensure that an adequate number of practice placements were available to meet the student demand. Particularly well documented are the problems associated with a shortfall in the number of active practice teachers (fieldwork educators and practice learning facilitators) and agency settings willing to take a student. Less is known however about the impact of a shortfall of practice placements has on social work students themselves. This article outlines the findings of a survey, involving 164 social work Students, which explores the personal impact of a delayed start to a practice placement and describes one University’s attempt to eliminate these negative consequences for students by implementing new approaches to the organisation and delivery of practice learning.
{"title":"Improving practice learning: Eliminating delays in practice placement","authors":"L.S.M. Bruce","doi":"10.1921/19661","DOIUrl":"https://doi.org/10.1921/19661","url":null,"abstract":"Summary: Undertaking practice placements (fieldwork instruction, agency-based practice learning) is an integral part of professional social work education and training across the United Kingdom. Scottish universities and partner social work service providers have however experienced long term challenges in an effort to ensure that an adequate number of practice placements were available to meet the student demand. Particularly well documented are the problems associated with a shortfall in the number of active practice teachers (fieldwork educators and practice learning facilitators) and agency settings willing to take a student. Less is known however about the impact of a shortfall of practice placements has on social work students themselves. This article outlines the findings of a survey, involving 164 social work Students, which explores the personal impact of a delayed start to a practice placement and describes one University’s attempt to eliminate these negative consequences for students by implementing new approaches to the organisation and delivery of practice learning.","PeriodicalId":446723,"journal":{"name":"The Journal of practice teaching & learning","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127403529","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The aim of this article is to describe and analyse the learning processes of Swedish social work students during and after periods of workplace-based learning. The article describes the process in ...
本文的目的是描述和分析瑞典社会工作学生在工作场所学习期间和之后的学习过程。这篇文章描述了……
{"title":"Learning 'at work' during social work education: An example of practice learning opportunities from Sweden","authors":"A. Bolin","doi":"10.1921/17466105.6.2.6","DOIUrl":"https://doi.org/10.1921/17466105.6.2.6","url":null,"abstract":"The aim of this article is to describe and analyse the learning processes of Swedish social work students during and after periods of workplace-based learning. The article describes the process in ...","PeriodicalId":446723,"journal":{"name":"The Journal of practice teaching & learning","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129511601","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.1921/146066911X623500
M. Sommer
A novel approach to expand ing student training in graduate masters of public health is to incorporate ethnographic methodological training, both observation and fieldwork, into courses teaching students about structural and environmental factors impacting on health outcomes. One such course is offered at the Mailman School of Public Health, Columbia University, where a course entitled ‘Structural Approaches in Global Health’ has both extended students’ prior methodological training, while also harnessing students’ insightful observations from their fieldwork and analysis of the New York City public health landscape.
{"title":"Insights from the classroom: Student fieldwork contributions to NYC public health","authors":"M. Sommer","doi":"10.1921/146066911X623500","DOIUrl":"https://doi.org/10.1921/146066911X623500","url":null,"abstract":"A novel approach to expand ing student training in graduate masters of public health is to incorporate ethnographic methodological training, both observation and fieldwork, into courses teaching students about structural and environmental factors impacting on health outcomes. One such course is offered at the Mailman School of Public Health, Columbia University, where a course entitled ‘Structural Approaches in Global Health’ has both extended students’ prior methodological training, while also harnessing students’ insightful observations from their fieldwork and analysis of the New York City public health landscape.","PeriodicalId":446723,"journal":{"name":"The Journal of practice teaching & learning","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126871421","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Much has been written about the experiences of student social workers who are based in schools for their practice learning opportunity (Hafford-Letchield & Spatcher, 2007: Wilson & Hillison 2004: Craddock 2006: Fielding 2006). This article sets out to record the experience from the perspective of two Practice Assessors, who were employed by Newcastle City Council. Each Practice Assessor worked with approximately six students per year who were placed in a range of schools including primary schools, secondary school, schools for children with special educational needs and behavioural units. During the school holidays the students were placed in Children's Social Care Services teams, which provided valuable experience of working in statutory settings. These are complex practice learning opportunities and the role of the Practice Assessor is pivotal. Students need to be motivated and pro-active, which has implications for careful matching of students to the learning opportunities available. This article examines the role of the Practice Assessor in relation to preparing students and link workers, identifying learning opportunities and supervising students.
{"title":"Student social workers in school settings: A practice assessor's perspective","authors":"Liz Gregson, J. Fielding","doi":"10.1921/81135","DOIUrl":"https://doi.org/10.1921/81135","url":null,"abstract":"Much has been written about the experiences of student social workers who are based in schools for their practice learning opportunity (Hafford-Letchield & Spatcher, 2007: Wilson & Hillison 2004: Craddock 2006: Fielding 2006). This article sets out to record the experience from the perspective of two Practice Assessors, who were employed by Newcastle City Council. Each Practice Assessor worked with approximately six students per year who were placed in a range of schools including primary schools, secondary school, schools for children with special educational needs and behavioural units. During the school holidays the students were placed in Children's Social Care Services teams, which provided valuable experience of working in statutory settings. These are complex practice learning opportunities and the role of the Practice Assessor is pivotal. Students need to be motivated and pro-active, which has implications for careful matching of students to the learning opportunities available. This article examines the role of the Practice Assessor in relation to preparing students and link workers, identifying learning opportunities and supervising students.","PeriodicalId":446723,"journal":{"name":"The Journal of practice teaching & learning","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123815354","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.1921/175951511X651922
B. Muskat, M. Bogo, I. Perlman
This is the final published version of an article originally published by Whiting and Birch in the Journal of Practice Teaching & Learning. Reproduced with written permission of the publisher. Further reproduction prohibited without permission.
{"title":"Making rotational field placements work: Review of a successful pilot of rotational field placements in hospital settings","authors":"B. Muskat, M. Bogo, I. Perlman","doi":"10.1921/175951511X651922","DOIUrl":"https://doi.org/10.1921/175951511X651922","url":null,"abstract":"This is the final published version of an article originally published by Whiting and Birch in the Journal of Practice Teaching & Learning. Reproduced with written permission of the publisher. Further reproduction prohibited without permission.","PeriodicalId":446723,"journal":{"name":"The Journal of practice teaching & learning","volume":"91 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121365946","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Workshops are used widely as a tool in both education and industry for brainstorming, problem solving, sharing knowledge, skills and raising awareness of issues. In this international initiative, workshops were chosen as the educational delivery tool for interprofessional learning (IPL) due to their flexible, interactive and collaborative nature. In 2009, Australia and New Zealand were developing the experience and expertise required to facilitate IPL effectively with diverse groups of participants with differing needs. An international collaborative connection was fostered with the UK Centre for the Advancement of Interprofessional Education (CAIPE) to access expertise already existing in the UK. This expertise was combined with the developing facilitation skills within Australasia in a series of ten workshops. Over three hundred health and social care practitioners, educators, policy makers and planners participated. The tour was neither funded nor designed as a formal research study. After the tour, feedback was received from institutions and participants on the impact of the tour as a whole and of individual workshops. This feedback indicated that the workshops had acted as a catalyst and impetus for further interprofessional learning and development and collaboration in practice. They had been effective in delivering interprofessional learning.
{"title":"Using workshops as a tool to deliver interprofessional learning","authors":"Helena Low, Judy Stone","doi":"10.1921/JPTS.V9I3.405","DOIUrl":"https://doi.org/10.1921/JPTS.V9I3.405","url":null,"abstract":"Workshops are used widely as a tool in both education and industry for brainstorming, problem solving, sharing knowledge, skills and raising awareness of issues. In this international initiative, workshops were chosen as the educational delivery tool for interprofessional learning (IPL) due to their flexible, interactive and collaborative nature. In 2009, Australia and New Zealand were developing the experience and expertise required to facilitate IPL effectively with diverse groups of participants with differing needs. An international collaborative connection was fostered with the UK Centre for the Advancement of Interprofessional Education (CAIPE) to access expertise already existing in the UK. This expertise was combined with the developing facilitation skills within Australasia in a series of ten workshops. Over three hundred health and social care practitioners, educators, policy makers and planners participated. The tour was neither funded nor designed as a formal research study. After the tour, feedback was received from institutions and participants on the impact of the tour as a whole and of individual workshops. This feedback indicated that the workshops had acted as a catalyst and impetus for further interprofessional learning and development and collaboration in practice. They had been effective in delivering interprofessional learning.","PeriodicalId":446723,"journal":{"name":"The Journal of practice teaching & learning","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114310865","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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