社会工作理论与实践相结合的创新教学法的效益

IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH Journal of Teaching in Social Work Pub Date : 2022-10-20 DOI:10.1080/08841233.2022.2127141
Sandra Juneau, Nathalie Sasseville, M. Fortin
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引用次数: 0

摘要

摘要作为一名社会工作者,需要面对许多社会动荡,应对组织变革,并与日益复杂的社会问题的不同人群合作。未来的社会工作者必须迅速熟悉这种做法的条件。为此,必须通过尽可能接近专业实践的教育活动,为学生提供在整个学校课程中整合理论和实践的多种机会。本文展示了一项定性研究的结果,该研究比较了两组学生的评论,一组学生接触了经验教育法,另一组学生没有接触,以更好地理解教育法对理论与实践相结合的好处。本研究的主要结果之一表明,将学生置于与实践环境相似的环境中会使学习更有意义,促进理论与实践的融合,并增强职业认同。
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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.
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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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