scholarly journals Field by any means necessary: Using technology in field education

2018 ◽  
pp. 47
Author(s):  
Jennifer Harrison ◽  
Kristen Burns ◽  
Erica Ongstad
Keyword(s):  
Social Work ◽  
Field Experience ◽  
Field Education ◽  
Web Content ◽  
Field Instructors ◽  
Signature Pedagogy ◽  
Learning Platform ◽  
Trabajo Social ◽  
School Of Social Work ◽  
Work Education

In many disciplines, the field experience is the culmination of learning, and the socialization of students into the profession. In social work education, the field experience is also the signature pedagogy, which brings theory to practice. To address the needs of a changing group of stakeholders, the School of Social Work began using multiple technology platforms including field web-based software, e-mail blasts, an e-learning platform, YouTube videos, revised web content, and Facebook page all combined to provide students, field instructors, and faculty with the information they need for field on a whenever, wherever, and however basis.En muchas disciplinas, la experiencia de prácticas es la culminación del aprendizaje, y la socialización de los estudiantes en la profesión. En el trabajo social educativo, la experiencia de prácticas es también la pedagogía primariamente, que lleva la teoría a la práctica. Para abordar las necesidades de un grupo cambiante de interesados, la Escuela de Trabajo Social comenzó a utilizar múltiples plataformas tecnológicas, incluyendo software de prácticas basado en web, tipos diferentes de correo electrónico, una plataforma de aprendizaje electrónico, videos de YouTube, contenido web revisado y página de Facebook. Todos estos recursos se combian para proporcionar a los estudiantes, instructores de prácticas, y la facultad, la información que necesitan en cualquier campo de intervención.

In the Third Space

2007 ◽  
Vol 50 (2) ◽  
pp. 243-254 ◽  
Author(s):  
Constance A. Barlow
Keyword(s):  
Social Work ◽  
Conceptual Framework ◽  
Third Space ◽  
Field Education ◽  
Field Instructors ◽  
Practicum Students ◽  
The Third ◽  
Travail Social ◽  
Trabajo Social

English Utilizing data derived from Indian field instructors, Indian administrators and students, this article considers the experience of Canadian social work practicum students in India within the conceptual framework of Bhabha's Third Space. It concludes with implications for social work international field education. French En s'inspirant de données provenant de superviseurs, d'administrateurs et d'étudiants indiens, cette étude se penche sur l'expérience d'étudiants canadiens en stage de travail social en Inde, et qui se sont inspirés du cadre conceptuel du troisième espace de Bhabha. Cette étude tire des conclusions pour l'enseignement du travail social international. Spanish Se considera la experiencia de trabajo de campo de estudiantes canadienses en la India. Se utilizan los datos derivados de los instructores de campo y administradores de la India, y de los estudiantes mismos. El trabajo de campo estaba enmarcado conceptualmente por el Bhabha's Tercer Espacio. Se concluye con implicaciones para las prácticas de trabajo social en el campo internacional.

scholarly journals I Found Myself at this Practicum: Student Reflections on Field Education

10.18060/346 ◽  
2010 ◽  
Vol 11 (2) ◽  
pp. 235-247 ◽  
Author(s):  
Sabrina Williamson ◽  
Carol Hostetter ◽  
Katharine Byers ◽  
Pamela Huggins
Keyword(s):  
Social Work ◽  
Social Workers ◽  
Learning Outcomes ◽  
Field Education ◽  
Field Instructors ◽  
Social Work Values ◽  
Practicum Experience ◽  
Work Education ◽  
Practicum Student ◽  
Student Reflections

The field experience is understood to be pivotal in social work education. In this qualitative study, BSW students reflected on their learning outcomes and processes in their field experiences. They highlighted how their work in agencies helped them to operationalize social work values and ethics, develop an awareness of themselves as social workers, and enhanced their confidence. Implications for strengthening the practicum experience though more reflective experiences and enhancing the preparation of field instructors is discussed.

FIELD EDUCATION AS THE SIGNATURE PEDAGOGY OF SOCIAL WORK EDUCATION

2010 ◽  
Vol 46 (3) ◽  
pp. 327-339 ◽  
Author(s):  
Julianne Wayne ◽  
Marion Bogo ◽  
Miriam Raskin
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Field Education ◽  
Signature Pedagogy ◽  
Work Education

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 Analysis of Social Work Theory Progression Published in 2004

10.18060/133 ◽  
2007 ◽  
Vol 8 (1) ◽  
pp. 81-103 ◽  
Author(s):  
Valerie D. Decker ◽  
Philip D. Suman ◽  
Barb J. Burge ◽  
Ankita Deka ◽  
Melanie Harris ◽  
...  
Keyword(s):  
At Risk ◽  
Social Work ◽  
Economic Justice ◽  
Field Education ◽  
Content Areas ◽  
Social Work Theory ◽  
Populations At Risk ◽  
Behavior Theories ◽  
Work Education

The authors reviewed 67 articles that discussed and/or tested human behavior theories from social work journals published in 2004 in order to assess the level and quality of theory progression. The articles were further sorted into Council on Social Work Education (CSWE) Educational Policy and Accreditation Standards (EPAS) Foundation Curriculum content areas of HBSE, practice, policy, field education, values & ethics, diversity, populations-at-risk/social and economic justice, and research for purposes of categorization. Results indicated that HBSE and practice were by far the largest group of articles reviewed.Also found was that social work has a limited amount of theory discussion in the content areas of field, values and ethics, diversity, and populations-at-risk/social and economic justice. Thirty-three articles were found to demonstrate theory progression, eight articles presented new/emerging theories, and 26 articles discussed or critiqued theories without presenting evidence of theory progression.

scholarly journals Strengthening Field Education: An Integrated Model for Signature Pedagogy in Social Work

2019 ◽  
Vol 14 ◽  
pp. 55-73
Author(s):  
Debra Olson-Morrison ◽  
Tami Radohl ◽  
Geri Dickey
Keyword(s):  
Social Work ◽  
Integrated Model ◽  
Field Education ◽  
Signature Pedagogy

scholarly journals Perception towards quality and effectiveness of social work education through open and distance learning

2019 ◽  
Vol 14 (1) ◽  
pp. 64-83 ◽  
Author(s):  
Bishnu Mohan Dash
Keyword(s):  
Social Work ◽  
Distance Learning ◽  
Social Work Education ◽  
Field Work ◽  
Faculty Members ◽  
Content Type ◽  
Interview Guide ◽  
Open And Distance Learning ◽  
School Of Social Work ◽  
Work Education

Purpose The purpose of this paper is to highlight the perception of the students towards the quality and effectiveness of social work education offered by Indira Gandhi National Open University (IGNOU) through open and distance learning (ODL). Design/methodology/approach The sample size consisted of 150 students, 15 academic counsellors engaged in either teaching or development sectors, or faculty members of School of Social Work of IGNOU. The methods of data collection included interviews and content analysis. Interview schedule for students, interview guide for academic counsellors and interview guide for faculty members were used. Findings The study centres were allotted as per student’s choice. Students were satisfied with the counsellors because of their support, availability, contact, accessibility and assisting the students to clearing their doubts. The study found that the student’s attendance in counselling sessions was found to be negligible, even a large number of respondents were not aware of the ODL system. The study also shows that students face lots of problem with regard to their field work supervision and other components of field work as were also neglected. Practical implications The findings of the study are extremely relevant for formulating necessary guidelines for improving the social work education through ODL mode. The study recommends revision of course materials translated in Hindi language, holding of individual and group conferences regularly as well as proper evaluation of field work reports. Originality/value This is first such study conducted in India to examine the effectiveness of social work education through ODL.

Keeping the Boss Happy: Black and Minority Ethnic Students’ Accounts of the Field Education Crisis

2019 ◽  
Vol 49 (8) ◽  
pp. 2168-2186 ◽  
Author(s):  
Sinthu Srikanthan
Keyword(s):  
Social Work ◽  
Social Work Students ◽  
Field Education ◽  
Institutional Practices ◽  
Racial Categories ◽  
Accredited Schools ◽  
School Of Social Work ◽  
Ethnic Students ◽  
Social Work Field Education ◽  
Minority Ethnic

Abstract Social work field education, the mandatory, practice-based component of accredited schools of social work, is in a state of crisis. Welfare state retrenchment has reduced the social and health service sectors’ capacity to provide field education placements. Concurrently, increasing student enrollment in and the expansion of social work programmes in the academy have increased the demand for field education. Whilst the service and academic sectors have developed a range of formal and informal relationships to cope with the crisis that often benefit workers in both domains, the implications for students, especially those who are Black and Minority Ethnic (BME), remain largely unknown. This article reports findings from institutional ethnographic research based on textual analyses and interviews with five BME students from a school of social work in Southern Ontario who were engaged in securing field education placement. A central finding of the study was that racial categories and hierarchies are reproduced across placement settings and in the sorting process of students into placement settings itself, adding to the work of BME social work students. The findings implicate the institutional practices and context of field education in the production of a racially stratified labour market in social work field education.

Lewis, Harold

2013 ◽  
Author(s):  
Michael Reisch
Keyword(s):  
Social Work ◽  
Child Welfare ◽  
Social Welfare ◽  
Social Worker ◽  
Social Work Education ◽  
Work Values ◽  
Hunter College ◽  
Social Work Values ◽  
School Of Social Work ◽  
Work Education

Harold Lewis (1920–2003), social worker and activist, was Dean of Hunter College School of Social Work for twenty years. He published widely on social work values and ethics, epistemology of practice, child welfare, social welfare administration, and social work education.

Sign in / Sign up

Export Citation Format

Share Document