Conceptualizing the Scholarship of Teaching and Learning for Social Work Education

2016 ◽  
Vol 52 (1) ◽  
pp. 6-17 ◽  
Author(s):  
Erlene Grise-Owens ◽  
Larry W. Owens ◽  
J. Jay Miller
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Teaching And Learning ◽  
Scholarship Of Teaching ◽  
Work Education

scholarly journals Editorial

2021 ◽  
Vol 57 (3) ◽  
Author(s):  
Sulina Green
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Teaching And Learning ◽  
Industrial Revolution ◽  
Course Design ◽  
Work Practice ◽  
Social Work Practice ◽  
E Learning ◽  
Curriculum Renewal ◽  
Work Education

The articles in this issue of Social Work/Maatskaplike Werk cover topics related to the innovative utilisation of approaches and methodologies for teaching and learning in social work education and for intervention in social work practice. The first two articles examine the incorporation of technology-enhanced teaching and learning in social work education in the digital era. The first article provides insights into the emerging developments of the Fourth Industrial Revolution, especially for curriculum renewal to prepare prospective practitioners to operate in both online and offline environments. The second article describes how an authentic e-learning framework can provide a pedagogically improved method of course design for groupwork education.

scholarly journals Social Work Education in Pakistan: Issues and Future Opportunities

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Nasreen Aslam Shah
Keyword(s):  
Social Work ◽  
Social Workers ◽  
Social Work Education ◽  
Community Organizing ◽  
Teaching And Learning ◽  
Academic Discipline ◽  
Basic Knowledge ◽  
Welfare Programs ◽  
Social Welfare Programs ◽  
Work Education

Social work is a professional and academic discipline that committed to improve the quality and prosperity of individuals, groups, and communities through scientific knowledge, policy, community organizing, direct practice and teaching. Pakistan is very fortunate to have a good start of professional Social Work; the first social work training began in the year 1953. Social work education in universities started in 1954 and its aim is to provide trained social workers equipped with the basic knowledge and skills to assist government and private agencies in the development and implementation of social welfare programs. This study presents an overview of the brief history, current issues and future opportunities of social work education in Pakistan. This study emphasizes some of the significant issues that cause concern, such as the social work education and practice appropriate for Pakistan society, teaching and learning, fieldwork and supervision, certification and licensing for social workers. It’s important to talk about some issues of concern and the direction in which a strong and sound social work education can be developed.

Faith, Resilience and Practice: The Relationship as the Medium for Connected Teaching

2021 ◽  
Vol 48 (1) ◽  
pp. 106-110
Author(s):  
Shelita Lynn Jackson
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Teaching And Learning ◽  
Ample Opportunity ◽  
Faith Integration ◽  
Work Education ◽  
The Relationship

The intersection of social work and Christianity presents ample opportunity for relational teaching and learning. The author explores the relationship as the prime medium for faith integration, motivator for fostering resilience in self and others, and the source for authentic connection in social work education and practice.

scholarly journals Applying the U.S. Model of Social Work Education Curriculum to Libyan Education

2021 ◽  
pp. 1-9
Author(s):  
Zeinab Abulhul
Keyword(s):  
Social Work ◽  
Social Workers ◽  
Social Services ◽  
Social Work Education ◽  
Teaching And Learning ◽  
Social Problems ◽  
The United States ◽  
Education Curriculum ◽  
Social Work Programs ◽  
Work Education

The Libyan government urgently needs a professional social workers’ mission to help decrease social problems that have emerged and been aggravated due to civil war and political conflicts. However, the present social work community in Libya cannot mitigate social problems or simplify social services effectively to meet people’s needs. Thus, teaching and learning methodologies need to be developed inside and outside educational institutions so that the challenges presently facing Libyan society can be overcome. The purpose of this paper is to suggest adopting an American social work curriculum experience in Libyan social work education according to Libyan ideology. The researcher depicts nine social work competencies (e.g., knowledge, professional values, skills, and professional processes and practices), as well as a set of behaviors that reflect social workers’ competencies that relate to the social work curriculum applied in colleges in the United States. The author’s goal is to encourage Libyan social work professionals to take advantage of this knowledge and these experiences to develop the Libyan social work education curriculum. This could ensure that graduates of social work programs are qualified to help people deal with social problems when they enter the workforce.

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.

scholarly journals Delivering social work education on inquiry reports addressing harm to vulnerable people: An exploratory study

2016 ◽  
Vol 18 (1) ◽  
pp. 66-84 ◽  
Author(s):  
Stan Houston ◽  
Mary McColgan
Keyword(s):  
Social Work ◽  
Learning Strategies ◽  
Social Work Education ◽  
Teaching And Learning ◽  
Organizational Context ◽  
Social Work Students ◽  
Learning Needs ◽  
Learning Approaches ◽  
Social Work Educators ◽  
Work Education

Summary This article outlines a research study examining how social work education, in relation to case reviews and inquiry reports, was structured and delivered to a range of social work students in Northern Ireland. Adopting a qualitative design, nine social work educators in the region were interviewed and asked about their approach to presenting findings from the reports to social work students and the issues this raised for the research sample. The results revealed three key themes: the salience of the organizational context; how learning was structured and organized; and the various attempts to build social work competence. Findings These themes showed that the co-ordinators were delivering a complex area of knowledge. It was clear that they had given considerable thought to the essential messages from the reports even though the constraints of time and setting were apparent. Moreover, they employed a range of innovations in the way the reports were theorized and how the knowledge coming from them was disseminated. The importance of the ‘fear factor’ within students was a primary issue affecting teaching and learning strategies. Applications The findings can be used as a foundation for further research into this area, looking at student feedback, the attainment of learning outcomes and, importantly, ways of enhancing teaching and learning approaches on this sensitive area. The research can also contribute to the identification of social work educators' learning needs and how to approach emotionally laden case studies of significant harm to vulnerable individuals.

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