Field Practice Criteria: A Valuable Teaching/Learning Tool in Undergraduate Social Work Education

1981 ◽  
Vol 17 (1) ◽  
pp. 5-11 ◽  
Author(s):  
Margaret Dwyer ◽  
Martha Urbanowski
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Learning Tool ◽  
Field Practice ◽  
Teaching Learning ◽  
Work Education

scholarly journals Law in Social Work Education: Reviewing the Evidence on Teaching, Learning and Assessment

2005 ◽  
Vol 24 (5) ◽  
pp. 547-563 ◽  
Author(s):  
Suzy Braye ◽  
Michael Preston‐Shoot ◽  
Robert Johns
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Teaching Learning ◽  
Work Education

Improving Outcomes for Students, Social Work Education, and Agencies in Public Child Welfare

2002 ◽  
Vol 8 (1) ◽  
pp. 17-32 ◽  
Author(s):  
Michele T. Gore ◽  
Chris Groeber
Keyword(s):  
Social Work ◽  
Child Welfare ◽  
Social Work Education ◽  
Educational Experiences ◽  
State Universities ◽  
Master's Level ◽  
Educational Partnerships ◽  
Public Child Welfare ◽  
Field Practice ◽  
Work Education

This article describes three programs that Kentucky is using to link the classroom and the field practice of students and social workers. The state has developed a consortium of educational partnerships with nine state universities. This consortium has allowed for creative student educational experiences and child welfare placements at the baccalaureate level, master's-level education with a focus on agency needs and capacities, and a post-employment program that allows for evaluation of new worker abilities and knowledge base. Kentucky continues to improve both social work education and public child welfare practice with its innovative approaches to student and social worker development.

Cross-Cultural Social Work: A Critical Approach to Teaching and Learning to Work Effectively across Intersectional Identities

2020 ◽  
Vol 50 (2) ◽  
pp. 464-482
Author(s):  
Corry Azzopardi
Keyword(s):  
Social Justice ◽  
Social Work ◽  
Social Work Education ◽  
Cultural Sensitivity ◽  
Teaching And Learning ◽  
Cross Cultural ◽  
Critical Approach ◽  
Class Room ◽  
Teaching Learning ◽  
Work Education

Abstract All relationships in social work education and practice constitute sites of cross-cultural exchanges. In keeping with the profession’s social justice mandate and anti-oppressive principles, it is fundamental for emerging social workers to begin the life-long learning process of developing a congruent composite of awareness, values, knowledge and skills essential for working effectively across diverse social locations and intersectional identities. Grounded in a social justice framework, this article engages critically with the concept of cultural competence in social work pedagogy, explores the significance of diversity and intersectionality in social work education and proposes a multidimensional model for teaching, learning and evaluating cross-cultural sensitivity and responsivity in the social work class-room.

A Curious Curriculum Component: The Nonmandated "Given" of Field Seminar

2009 ◽  
Vol 14 (2) ◽  
pp. 31-47
Author(s):  
Nancy Trantham Poe ◽  
Cindy Hunter
Keyword(s):  
Social Work ◽  
Web Sites ◽  
Social Work Education ◽  
Nationwide Survey ◽  
Theory And Practice ◽  
Integrate Theory ◽  
Pedagogical Analysis ◽  
Teaching Learning ◽  
Work Education ◽  
Undergraduate Programs

Purported to integrate theory and practice, field seminars are a neglected area of pedagogical analysis in social work education. Most BSW programs contain seminar components although they are not required by accreditation standards. The authors conducted this research to examine the prevalence, purposes, and practices of BSW field integration seminars. Data were gathered from course descriptions published on the Web sites of undergraduate programs accredited by the Council on Social Work Education and a nationwide survey of BSW field directors. Findings indicate that field seminar is a ubiquitous curriculum component, with wide variation in conceptualization, format, and design; however, there are some striking commonalities in stated purposes, teaching/learning methods, and assignments. Findings also suggest seminars constitute a valued instructional modality in social work education, occupying a unique curricular space in BSW programs. Implications for curriculum development and further pedagogical examination are addressed.

Virtual Reality in Social Work Education

2021 ◽  
pp. 232-256
Author(s):  
Debra L. Olson-Morrison
Keyword(s):  
Virtual Reality ◽  
Social Work ◽  
Virtual Worlds ◽  
Social Work Education ◽  
Learning Experience ◽  
Learning Tool ◽  
Affective Processes ◽  
Practical Guidelines ◽  
Competency Based ◽  
Work Education

The use of virtual reality (VR) as a learning tool occupies a whole new and exciting domain for social work education. Engaging in virtual worlds expands the potential for students to connect with the learning experience on multiple levels, pedagogically aligns with stimulating affective processes to enhance cognitive engagement, and aligns with the domains of knowledge acquisition in competency-based social work education. In this chapter the author outlines the affordances necessary for student engagement in a virtual learning experience (VLE). The author explores applications for virtual reality in social work education and outlines several distinct opportunities for virtually-enhanced classroom learning. Practical guidelines to assist instructors in facilitating a VR learning experience are proposed, and the chapter concludes with commentary on the future of VR in social work education.

Critical Pedagogy in Online Social Work Education: Changing Conceptions of Time in the Neoliberal University

Somatechnics ◽  
2020 ◽  
Vol 10 (1) ◽  
pp. 73-94
Author(s):  
Kristin Smith ◽  
Donna Jeffery ◽  
Kim Collins
Keyword(s):  
Social Work ◽  
Online Education ◽  
Critical Pedagogy ◽  
Social Work Education ◽  
Qualitative Interviews ◽  
Social Work Educators ◽  
Digital World ◽  
Learning Programs ◽  
Recent Graduates ◽  
Work Education

Neoliberal universities embrace the logic of acceleration where the quickening of daily life for both educators and students is driven by desires for efficient forms of productivity and measurable outcomes of work. From this perspective, time is governed by expanding capacities of the digital world that speed up the pace of work while blurring the boundaries between workplace, home, and leisure. In this article, we draw from findings from qualitative interviews conducted with Canadian social work educators who teach using online-based critical pedagogy as well as recent graduates who completed their social work education in online learning programs to explore the effects of acceleration within these digitalised spaces of higher education. We view these findings alongside French philosopher Henri Bergson's concepts of duration and intuition, forms of temporality that manage to resist fixed, mechanised standards of time. We argue that the digitalisation of time produced through online education technologies can be seen as a thinning of possibilities for deeper and more critically self-reflexive knowledge production and a reduction in opportunities to build on social justice-based practices.

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