Teaching Generalist Social Work Practice: Students' Perceptions of the Importance of the Instructor's Practice Experience

2002 ◽  
Vol 7 (2) ◽  
pp. 93-111 ◽  
Author(s):  
Carolyn Knight
Keyword(s):  
Social Work ◽  
Role Model ◽  
Teaching Effectiveness ◽  
Work Practice ◽  
Social Work Practice ◽  
Classroom Behaviors ◽  
Practice Experience ◽  
Msw Students ◽  
School Of Social Work ◽  
Work Education

BSW and first-year MSW students from one school of social work were surveyed to determine the influence that the perception of the practice instructor's professional experience had on that individual's teaching effectiveness. Results indicate that practice experience, particularly current experience, did enhance students' evaluations of their instructor's teaching effectiveness. The perception of the instructor's practice experience also was linked to several other attributes that enhanced teaching effectiveness, most notably serving as a role model to students and engaging in classroom behaviors that helped students apply their classroom learning. The results underscore the importance of instructors being knowledgeable about the field curriculum and suggest the need for caution when interpreting findings related to teaching effectiveness in social work education.

Teaching Effectiveness in the Social Work Practice Class: BSW Students' Views

2002 ◽  
Vol 8 (1) ◽  
pp. 97-120 ◽  
Author(s):  
Carolyn Knight
Keyword(s):  
Social Work ◽  
Role Model ◽  
Teaching Effectiveness ◽  
Work Practice ◽  
Social Work Practice ◽  
Classroom Teaching ◽  
Teaching Behaviors ◽  
The Social ◽  
Instructor Experience ◽  
Social Work Programs

One hundred and ninety-two students from seven social work programs were surveyed regarding their instructor's use of classroom teaching behaviors, exams, papers, and role plays and the instructor's knowledge, experience, and ability to serve as a role model. The association between these variables and three measures of teaching effectiveness was examined. Results suggest that the instructor's knowledge of the field practicum, the ability to convey this knowledge to students, and help students link classroom and field learning are critical. The findings reveal the subtle role played by instructor experience in enhancing teaching effectiveness. Implications of the findings are discussed, including contradictions between what students found helpful and what they reported their instructor actually did.

scholarly journals Spring 2021 Editorial

2021 ◽  
Vol 21 (1) ◽  
pp. i-iii
Author(s):  
Margaret E. Adamek
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
White Supremacy ◽  
Work Practice ◽  
Social Work Practice ◽  
Board Members ◽  
Special Issue ◽  
Indiana University ◽  
School Of Social Work ◽  
Work Education

Given our commitment to highlighting current issues, challenges, and responses within social work practice and education globally, the Spring 2021 issue of Advances in Social Work is pleased to present 11 full-length papers written by 40 authors from across the U.S. and Canada. We begin with four papers calling for greater involvement of social work educators and practitioners in arenas including information literacy, dyslexia, digital equity, and independent living. These papers are followed by reports on seven empirical studies in areas of practice as diverse as kinship care, legal representation, collaboration in a dental clinic, and dance and mindfulness. We hope you find these selections on emerging areas of social work practice and education to be informative and inspiring. Each contribution to this issue is introduced below. Sprecial Issue Alert: Just a heads up that our next special issue, Dismantling White Supremacy in Social Work Education, will be released in late summer 2021. With over 100 abstracts submitted, this special issue has garnered incredible interest. We are looking forward to bringing you 34+ original papers (our largest issue to date!) addressing ways that social work education can move forward positively and intentionally in ways that acknowledge the damage wrought by white privilege, promote racial justice and anti-racist practice, and embrace new ways of knowing, teaching, and learning. The Indiana University School of Social Work, through publishing Advances in Social Work as an open access scholarly journal, is grateful to play a role in knowledge production and dissemination in social work. We are continually amazed at the dedication and hard work of our social work colleagues globally who work tirelessly to advance social and economic justice. Marshall on, colleagues! Tribute to Retiring Board Members: Before closing, I would like to take this opportunity to express sincere appreciation to three outgoing AISW Board members who recently retired from the Indiana University School of Social Work: Dr. Karen Allen, Dr. Larry Bennett, and Dr. Bob Vernon. Your contributions to not only Advances in Social Work but to the IU School of Social Work and to the social work profession at large are very much appreciated. Special accolades to Dr. Vernon who has served on the AISW Editorial Board since its inception in 1999. Best wishes to each of you in your next adventures!

scholarly journals Teaching Practice Skills to Online MSW Students

2020 ◽  
Vol 20 (1) ◽  
pp. 172-183
Author(s):  
M. Sebrena Jackson ◽  
Alex D. Colvin ◽  
Angela N. Bullock ◽  
Qingyi Li
Keyword(s):  
Social Work ◽  
Teaching Practice ◽  
Work Practice ◽  
Social Work Practice ◽  
Course Delivery ◽  
Online Programs ◽  
Skills Lab ◽  
Msw Students ◽  
Work Education ◽  
Practice Skills

As social work considers teaching practice in a fully online environment, more consideration may need to be given to blended or hybrid learning formats for practice course delivery. There is a dearth of literature on the use of skills labs for teaching social work practice courses, particularly using a blended or hybrid model approach. Using Carman’s five key constructs of blended learning (live events, online content, collaboration, assessment, and reference materials), the purpose of this paper is to examine the use of a blended skills lab model for teaching social work practice skills to online MSW students. As the number of online programs continues to expand in social work education, the blended skills lab model will be used as a case study, offering implications for others to consider as they formulate similar models for online MSW students.

Leashore, Bogart

2013 ◽  
Author(s):  
Willie Tolliver
Keyword(s):  
Social Justice ◽  
Social Work ◽  
Cultural Diversity ◽  
Social Work Education ◽  
Work Practice ◽  
Social Work Practice ◽  
Hunter College ◽  
High Standards ◽  
School Of Social Work ◽  
Work Education

Bogart Leashore (1947–2007) was dedicated to high standards of social work education, social justice and cultural diversity, sound social work practice, and the welfare of children. He was Dean of Hunter College School of Social Work from 1991 to 2003.

Strengthening Social Welfare Administration Practice in India: A Context Centric Social Work Approach

2020 ◽  
Author(s):  
Alex Akhup
Keyword(s):  
Social Work ◽  
Social Welfare ◽  
Work Practice ◽  
Social Work Practice ◽  
Social Work Training ◽  
The People ◽  
Work Training ◽  
History Of ◽  
School Of Social Work ◽  
Work Education

Abstract This article explores the possibility of strengthening social welfare administration practice in social work training and education to respond to complex and varied issues located within Indian social reality keeping in view the people in concrete situations of vulnerabilities. Based on the case analysis approach, it situates the history of social work education and practice closely linked to the social welfare administration practice in Mumbai School of Social Work. The experience in this school reaffirms the contribution of social work administration practice towards welfare and development of people, and suggests the need for strengthening the practice suited to the changing needs of the time. Learning from this experience, this article argues for a positive recognition of context centric approach in social work practice.

Visions of community

1999 ◽  
Vol 42 (1) ◽  
pp. 27-38
Author(s):  
Pauline Jivanjee ◽  
Susan Tebb
Keyword(s):  
United States ◽  
Social Work ◽  
Social Work Education ◽  
Work Practice ◽  
The United States ◽  
Social Work Practice ◽  
Women's Movements ◽  
Work Education

Experiences traveling in Kenya provide a backdrop to an examination of the principles and practices of the Harambee and women’s movements in Kenya as they compare with feminist social work practice in the United States. Concluding remarks address the implications of our learning for our work in social work education.

Competence units or holistic assessment

2014 ◽  
Vol 13 (1a) ◽  
pp. 79-91
Author(s):  
Clare Stone
Keyword(s):  
Social Work ◽  
Learning Outcomes ◽  
Empirical Research ◽  
Work Practice ◽  
Social Work Practice ◽  
Initial Training ◽  
Public Attention ◽  
Competency Frameworks ◽  
Holistic Assessment ◽  
Work Education

When public attention is focused upon the profession of social work, a typical response has been to change initial training and the learning outcomes by which students are assessed. Although social work education has employed competency frameworks for two decades the incompetence discourse and the concern about graduates’ ability to undertake competent social work practice continues. Empirical research problematized the competence phenomenon to explore practice educators’ experiences of using competency units and their perspectives of competence for social work. This paper draws upon findings from that research to explore the concept of holistic assessment and to suggest that educators need to reconsider the epistemological principles of assessment for social work practice.

The 5-Year BSW–MSW Program: A New Curricular Option

2010 ◽  
Vol 15 (1) ◽  
pp. 67-82
Author(s):  
Shirley Simon ◽  
Edward Gumz ◽  
Susan Grossman ◽  
James Marley ◽  
Yolanda Golden
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Potential Role ◽  
Faculty Members ◽  
Specific Information ◽  
Admission Process ◽  
Msw Students ◽  
School Of Social Work ◽  
Work Education

This article describes and analyzes the development and implementation of a 5-year BSW–MSW program at a Midwestern school of social work. Key pedagogical and programmatic considerations in the development of such programs are identified. Specific information about the admission process and curricular pathway is provided. Five-year and traditional MSW students are compared on their performance in foundation-level MSW courses. The results of evaluative surveys of faculty members and 5-year students are also presented. The potential role of 5-year programs in social work education is discussed.

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.

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