{"title":"社会工作理论与实践相结合的创新教学法的效益","authors":"Sandra Juneau, Nathalie Sasseville, M. Fortin","doi":"10.1080/08841233.2022.2127141","DOIUrl":null,"url":null,"abstract":"ABSTRACT Being a social worker requires facing many social upheavals, juggling with organizational changes, and working with various populations with increasing complex social issues. Future social workers must quickly familiarize themselves with the conditions of the practice. In order to do so, it is essential to provide students with multiple opportunities to integrate theory and practice throughout the school curriculum through educational activities that are as close as possible to professional practise. This article shows the results of a qualitative study that compares the comments of two groups of students, one exposed to an experiential pedagogy and the other not, in order to better understand the benefits of pedagogy for the integration of theory into practice. One of the principal results of this study shows that putting students in situations similar to practice environments makes the learning meaningful, promotes the integration of theory and practice, and strengthens professional identity.","PeriodicalId":51728,"journal":{"name":"Journal of Teaching in Social Work","volume":null,"pages":null},"PeriodicalIF":0.8000,"publicationDate":"2022-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"The Benefits of an Innovative Teaching Pedagogy Aimed at Combining Theory and Practice in Social Work\",\"authors\":\"Sandra Juneau, Nathalie Sasseville, M. Fortin\",\"doi\":\"10.1080/08841233.2022.2127141\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"ABSTRACT Being a social worker requires facing many social upheavals, juggling with organizational changes, and working with various populations with increasing complex social issues. Future social workers must quickly familiarize themselves with the conditions of the practice. In order to do so, it is essential to provide students with multiple opportunities to integrate theory and practice throughout the school curriculum through educational activities that are as close as possible to professional practise. This article shows the results of a qualitative study that compares the comments of two groups of students, one exposed to an experiential pedagogy and the other not, in order to better understand the benefits of pedagogy for the integration of theory into practice. One of the principal results of this study shows that putting students in situations similar to practice environments makes the learning meaningful, promotes the integration of theory and practice, and strengthens professional identity.\",\"PeriodicalId\":51728,\"journal\":{\"name\":\"Journal of Teaching in Social Work\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.8000,\"publicationDate\":\"2022-10-20\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Teaching in Social Work\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/08841233.2022.2127141\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Teaching in Social Work","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/08841233.2022.2127141","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
The Benefits of an Innovative Teaching Pedagogy Aimed at Combining Theory and Practice in Social Work
ABSTRACT Being a social worker requires facing many social upheavals, juggling with organizational changes, and working with various populations with increasing complex social issues. Future social workers must quickly familiarize themselves with the conditions of the practice. In order to do so, it is essential to provide students with multiple opportunities to integrate theory and practice throughout the school curriculum through educational activities that are as close as possible to professional practise. This article shows the results of a qualitative study that compares the comments of two groups of students, one exposed to an experiential pedagogy and the other not, in order to better understand the benefits of pedagogy for the integration of theory into practice. One of the principal results of this study shows that putting students in situations similar to practice environments makes the learning meaningful, promotes the integration of theory and practice, and strengthens professional identity.
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.