This paper focuses on the Department of Health (2002) statement that academic knowledge should be used to support practice learning. Debates around linking theory and practice and knowledge as product and process are discussed. The particular emphasis is on critically analysing whether academic knowledge about learning styles - a form of 'process knowledge' – can be effectively utilised and therefore relevant to supporting the process of practice teaching. A small-scale qualitative research study with practice teachers andstudents is presented as a way of exploring this. The findings of this research suggest that information about learning styles can be of practical relevance to practice teachers in promoting effective student learning. The key finding here is that its relevance isdetermined primarily by how such knowledge is utilised in practice. It is crucial whether practice teachers perceive information about their student's learning styles asproduct knowledge (something they possess but do not necessarily employ) or process knowledge (something which usefully describes part of the process they are engaged in).
{"title":"How academic knowledge can support practice learning: A case study of learning styles.","authors":"Patricia Cartney","doi":"10.1921/17466105.5.2.51","DOIUrl":"https://doi.org/10.1921/17466105.5.2.51","url":null,"abstract":"This paper focuses on the Department of Health (2002) statement that academic knowledge should be used to support practice learning. Debates around linking theory and practice and knowledge as product and process are discussed. The particular emphasis is on critically analysing whether academic knowledge about learning styles - a form of 'process knowledge' – can be effectively utilised and therefore relevant to supporting the process of practice teaching. A small-scale qualitative research study with practice teachers andstudents is presented as a way of exploring this. The findings of this research suggest that information about learning styles can be of practical relevance to practice teachers in promoting effective student learning. The key finding here is that its relevance isdetermined primarily by how such knowledge is utilised in practice. It is crucial whether practice teachers perceive information about their student's learning styles asproduct knowledge (something they possess but do not necessarily employ) or process knowledge (something which usefully describes part of the process they are engaged in).","PeriodicalId":446723,"journal":{"name":"The Journal of practice teaching & learning","volume":"56 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":"129341182","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: 10.1921/175951511X651904
Nina Sivertsen
Teachers are a community, and the best communities are those with the capacity to learn from its experiences and the ability to use that learning to improve practice (Wenger et al., 2002). Peer review is a critical element of this process of learning and reflection and is essential towards enabling teachers to help one another as well as themselves become better practitioners of the teaching profession. This is a personal account of how it felt to be under peer review by
{"title":"‘Oh-oh … I’m under review!!!’: Sessional university teaching and peer review","authors":"Nina Sivertsen","doi":"10.1921/175951511X651904","DOIUrl":"https://doi.org/10.1921/175951511X651904","url":null,"abstract":"Teachers are a community, and the best communities are those with the capacity to learn from its experiences and the ability to use that learning to improve practice (Wenger et al., 2002). Peer review is a critical element of this process of learning and reflection and is essential towards enabling teachers to help one another as well as themselves become better practitioners of the teaching profession. This is a personal account of how it felt to be under peer review by","PeriodicalId":446723,"journal":{"name":"The Journal of practice teaching & learning","volume":"21 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":"116653821","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: 10.1921/146066910X541656
Annabel Goodyer, Martyn Higgins
Summary: This article describes the way in which consultations with stakeholders contributed to the re-validation of two UK qualifying social work programmes at a London University. The aim was to better position the new curricula in current practice realities. Consultations with service-users, employers, present and past students facilitated substantial revisions of the taught programme, with social work skills in particular receiving a much higher priority. The data generated by this study illustrates how the tensions inherent in the incorporation of differing standpoints can be reconciled through careful consideration and reflection.
{"title":"Stakeholder views about social work programme curricula: One university's experiences of consulting stakeholders in the re-validation of qualifying social work programmes","authors":"Annabel Goodyer, Martyn Higgins","doi":"10.1921/146066910X541656","DOIUrl":"https://doi.org/10.1921/146066910X541656","url":null,"abstract":"Summary: This article describes the way in which consultations with stakeholders contributed to the re-validation of two UK qualifying social work programmes at a London University. The aim was to better position the new curricula in current practice realities. Consultations with service-users, employers, present and past students facilitated substantial revisions of the taught programme, with social work skills in particular receiving a much higher priority. The data generated by this study illustrates how the tensions inherent in the incorporation of differing standpoints can be reconciled through careful consideration and reflection.","PeriodicalId":446723,"journal":{"name":"The Journal of practice teaching & learning","volume":"5 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":"126832519","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: 10.1921/146066909X478938
S. Crabtree
This conceptual paper considers aspects of a highly neglected topic: that of Islamic perspectives in social work education and practice. The paper seeks to illuminate both religiously informed values, together with those of practice, in addition to considering types of professional intervention that complement the generalised characteristics of Muslim families. The scale of problems that impact upon Muslim communities in Britain are closely considered, specifically in relation to deprivation, social alienation and domestic violence. In addition, health issues are reviewed in terms of mental health and disability.
{"title":"The Islamic perspective in social work education and practice: A personal and professional journey","authors":"S. Crabtree","doi":"10.1921/146066909X478938","DOIUrl":"https://doi.org/10.1921/146066909X478938","url":null,"abstract":"This conceptual paper considers aspects of a highly neglected topic: that of Islamic perspectives in social work education and practice. The paper seeks to illuminate both religiously informed values, together with those of practice, in addition to considering types of professional intervention that complement the generalised characteristics of Muslim families. The scale of problems that impact upon Muslim communities in Britain are closely considered, specifically in relation to deprivation, social alienation and domestic violence. In addition, health issues are reviewed in terms of mental health and disability.","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":"124864736","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: 10.1921/146066910X541665
J. Parker
{"title":"Editorial: W(h)ither practice learning?","authors":"J. Parker","doi":"10.1921/146066910X541665","DOIUrl":"https://doi.org/10.1921/146066910X541665","url":null,"abstract":"","PeriodicalId":446723,"journal":{"name":"The Journal of practice teaching & learning","volume":"26 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":"125478743","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: 10.1921/146066910X518120
J. Blake
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: Reflections on emergent, learning partnerships","authors":"J. Blake","doi":"10.1921/146066910X518120","DOIUrl":"https://doi.org/10.1921/146066910X518120","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":"347 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":"116533065","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: 10.1921/146066910X541610
M. Emslie
This paper argues that if higher education institutions are going to place students at risk of sexual harassment by requiring they complete a component of their formal study on work-place based placements, then university educators have a responsibility to adequately equip and appropriately support students so they can effectively identify and respond to sexual harassment. A model from youth work field education is presented that aims to prepare graduates, agency supervisors and university-based field education staff who are capable and motivated to prevent and respond to sexual harassment in the practicum. The systemic and integrated framework recognises student's fundamental right to safety in the workplace and attends to the constraints on students disclosing, the deleterious effects of experiencing unwanted sexual conduct, and the importance of good practices in care and support. The various components of the approach also take account of the influence of environmental factors as well as issues of educational merit. The model has general applicability to other professional practice domains and can be adapted for use by educators who appreciate the value of equipping students to effectively deal with unwelcome sexual conduct while on placement.
{"title":"Supporting students who are sexually harassed on placement: A case study from youth work field education","authors":"M. Emslie","doi":"10.1921/146066910X541610","DOIUrl":"https://doi.org/10.1921/146066910X541610","url":null,"abstract":"This paper argues that if higher education institutions are going to place students at risk of sexual harassment by requiring they complete a component of their formal study on work-place based placements, then university educators have a responsibility to adequately equip and appropriately support students so they can effectively identify and respond to sexual harassment. A model from youth work field education is presented that aims to prepare graduates, agency supervisors and university-based field education staff who are capable and motivated to prevent and respond to sexual harassment in the practicum. The systemic and integrated framework recognises student's fundamental right to safety in the workplace and attends to the constraints on students disclosing, the deleterious effects of experiencing unwanted sexual conduct, and the importance of good practices in care and support. The various components of the approach also take account of the influence of environmental factors as well as issues of educational merit. The model has general applicability to other professional practice domains and can be adapted for use by educators who appreciate the value of equipping students to effectively deal with unwelcome sexual conduct while on placement.","PeriodicalId":446723,"journal":{"name":"The Journal of practice teaching & learning","volume":"304 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":"132136870","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: An innovative web-based approach to teaching computer-based technological skills to MSW students is described. Students enrolled in an advanced generalist community practice course were taught how to create useful, informative, and empowering web sites for at-risk communities. Student feedback suggested that web development skills were viewed as relevant and useful to community-based practice, and students felt empowered through the acquisition of technological skills. The basic pedagogical features of the assignment are described and recommendations for mounting a web design course are offered.
{"title":"Teaching students web page development: A skill for practice and empowerment","authors":"B. Bolin, Linnea Glenmaye","doi":"10.1921/17466105.5.2.39","DOIUrl":"https://doi.org/10.1921/17466105.5.2.39","url":null,"abstract":"Summary: An innovative web-based approach to teaching computer-based technological skills to MSW students is described. Students enrolled in an advanced generalist community practice course were taught how to create useful, informative, and empowering web sites for at-risk communities. Student feedback suggested that web development skills were viewed as relevant and useful to community-based practice, and students felt empowered through the acquisition of technological skills. The basic pedagogical features of the assignment are described and recommendations for mounting a web design course are offered.","PeriodicalId":446723,"journal":{"name":"The Journal of practice teaching & learning","volume":"1 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":"133349386","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: Partnership Care West is a voluntary organisation that contracts with the Northern Ireland Social Care Council (NISCC) to provide ten placements for social work students. NISCC is a statutory organisation, with responsibility for registering and regulating social care/work, improving standards in education and training and standardising practice in Northern Ireland NISCC (2003). The students attend the practice learning centre and are then given placements in voluntary sector sites established by the centre. Traditionally, the students were supervised on a one to one basis using the long arm approach. In recent years however, the centre has developed a model for supervising these students in groups. Building on my positive experience of conducting group supervision and to further my knowledge, skills and values in this area, I recently undertook an international comparison with the School of Social Work in Haifa Israel. This School has an already well established model for supervising students in groups and I hoped that I could learn something to help me develop my model further. I would like to thank Nava Arkin at the University of Haifa for her willingness to take part in this comparison and for her encouragement throughout. This article aims to outline my fi of the comparison and outline the theoretical constructs that make international comparisons in social work possible.
{"title":"Group supervision for social work students on placement : An international comparison","authors":"P. Mccafferty","doi":"10.1921/17466105.5.3.55","DOIUrl":"https://doi.org/10.1921/17466105.5.3.55","url":null,"abstract":"Summary: Partnership Care West is a voluntary organisation that contracts with the Northern Ireland Social Care Council (NISCC) to provide ten placements for social work students. NISCC is a statutory organisation, with responsibility for registering and regulating social care/work, improving standards in education and training and standardising practice in Northern Ireland NISCC (2003). The students attend the practice learning centre and are then given placements in voluntary sector sites established by the centre. Traditionally, the students were supervised on a one to one basis using the long arm approach. In recent years however, the centre has developed a model for supervising these students in groups. Building on my positive experience of conducting group supervision and to further my knowledge, skills and values in this area, I recently undertook an international comparison with the School of Social Work in Haifa Israel. This School has an already well established model for supervising students in groups and I hoped that I could learn something to help me develop my model further. I would like to thank Nava Arkin at the University of Haifa for her willingness to take part in this comparison and for her encouragement throughout. This article aims to outline my fi of the comparison and outline the theoretical constructs that make international comparisons in social work possible.","PeriodicalId":446723,"journal":{"name":"The Journal of practice teaching & learning","volume":"17 1-2 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":"128901284","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 draws on case study research which explored the support needs of those involved in social work practice learning in an English local authority. Data was collected through questionnaires, and semi-structured interviews with 27 practice educators, students and team managers. Although issues relating to failing students were not intended as the primary focus of the research, this theme dominates the findings from practice educators and team managers. Practice educators cited problematic placements as a key factor in their decision not to continue in the role. A significant contributory factor in the negative impact of the failing experience is the participants’ dissatisfaction with the attitude and approach of the students’ universities. Particularly striking is the perception that universities present an obstruction to a fail decision resulting in students being passed who possibly should not do so. This paper considers whether the different institutional perceptions of the social work student and the organisations’ role in relation to them could be at the root of these difficulties in collaboration and fuel the ‘failure to fail’ debate.
{"title":"Whose students are they anyway?: Could a difference in how practice organisations and higher education institutions perceive social work students be a barrier to collaboration when problems arise in placement?","authors":"J. Rawles","doi":"10.1921/2202110305","DOIUrl":"https://doi.org/10.1921/2202110305","url":null,"abstract":"This paper draws on case study research which explored the support needs of those involved in social work practice learning in an English local authority. Data was collected through questionnaires, and semi-structured interviews with 27 practice educators, students and team managers. Although issues relating to failing students were not intended as the primary focus of the research, this theme dominates the findings from practice educators and team managers. Practice educators cited problematic placements as a key factor in their decision not to continue in the role. A significant contributory factor in the negative impact of the failing experience is the participants’ dissatisfaction with the attitude and approach of the students’ universities. Particularly striking is the perception that universities present an obstruction to a fail decision resulting in students being passed who possibly should not do so. This paper considers whether the different institutional perceptions of the social work student and the organisations’ role in relation to them could be at the root of these difficulties in collaboration and fuel the ‘failure to fail’ debate.","PeriodicalId":446723,"journal":{"name":"The Journal of practice teaching & learning","volume":"63 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":"127551945","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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