Using structured study questions as a teaching method in social work education: Initial validation studies

1990 ◽  
Vol 14 (2) ◽  
pp. 155-164 ◽  
Author(s):  
Bruce A. Thyer ◽  
Richard Sutphen ◽  
Karen M. Sowers-Hoag
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Validation Studies ◽  
Teaching Method ◽  
Initial Validation ◽  
Work Education

Implementing Mastery Learning in the Social Work Classroom

2000 ◽  
Vol 6 (1) ◽  
pp. 123-140
Author(s):  
Christopher B. Aviles
Keyword(s):  
Education Research ◽  
Social Work ◽  
Teaching Methods ◽  
Social Work Education ◽  
Teaching Method ◽  
Mastery Learning ◽  
Essential Elements ◽  
Social Work Educators ◽  
The Social ◽  
Work Education

This article describes how the essential elements of the teaching method called mastery learning can be structured in the social work classroom. Mastery learning is a behavioral teaching method successfully used in social work education. Research studies on teaching rarely describe teaching methods in enough detail for instructors to discern how the teaching methods were implemented or how they may have been implemented differently. This can give social work educators a limited picture of what a teaching method could look like in their classrooms. The essential elements of mastery learning can be implemented in whole or part and can be structured in either simple or complex ways. Ways in which social work educators can implement mastery learning to better fit their classrooms are presented in this article.

scholarly journals Interracial Team Teaching in Social Work Education

2021 ◽  
Vol 21 (2/3) ◽  
pp. 730-749
Author(s):  
Luis O. Curiel
Keyword(s):  
Social Work ◽  
Critical Race Theory ◽  
Social Work Education ◽  
Team Teaching ◽  
White Supremacy ◽  
Teaching Method ◽  
Theoretical Frameworks ◽  
Pedagogical Approach ◽  
Systemic Racism ◽  
Work Education

This article aims to explore anti-racist social work education through interracial team teaching, where one instructor is White, and the other is Black, Indigenous, or a Person of Color (BIPOC). This pedagogical approach is presented as an emerging conceptual model to consider in anti-racist social work education. As an anti-racist approach to teaching, this model aims to engage students and faculty in a more active and accountable role in dismantling systemic racism and White supremacy through social work education. A close examination of published articles on interracial team teaching revealed an absence of theoretical frameworks to guide this teaching method. Critical Race Theory (CRT) emerged as a compatible theoretical framework for teaching anti-racism within an interracial team-taught model. Five CRT tenets from Sólorzano et al. (2005) align with previous studies to support this emerging pedagogical approach as a viable option. Findings suggest that anti-racist education requires explicitly naming terms like White supremacy, racism, and colonization within the social work curriculum. Interracial team teaching necessitates shared power and authority between instructors and calls for White educators to examine their White identity and resist performing allyship. Academic institution hiring practices need a greater representation of BIPOC faculty to reduce overburdening faculty of color.

The Combined Use of Video and One-Way Broadcast Technology to Deliver Baccalaureate Education: A Comparative Assessment of Student Learning in a School of Social Work

1998 ◽  
Vol 4 (1) ◽  
pp. 51-59 ◽  
Author(s):  
Helen E. Petracchi
Keyword(s):  
Social Work ◽  
Student Learning ◽  
Undergraduate Students ◽  
Social Work Education ◽  
Teaching Method ◽  
Face To Face ◽  
Assessment Of Student Learning ◽  
Face To Face Instruction ◽  
School Of Social Work ◽  
Work Education

Face-to-face instruction remains the dominant teaching method in undergraduate social work education today. However, the technological explosion of the 1980s and 1990s has provided the opportunity to expand our thinking beyond these traditional methods. An increasingly popular method of social work education utilizes various technological media to offer courses that serve students at a distance from the instructor. This article describes a post-hoc assessment of student learning conducted after a course was offered by a school of social work to 462 baccalaureate students. Approximately half of the students were enrolled in the course when it was delivered in a large lecture class format during the standard 15 week term. The remaining students (‘distant’ students) viewed videotapes of studio-filmed broadcasts of the same 15 week course. This assessment addresses the question, “Can undergraduate students learn as well by viewing videotapes of a broadcast course as from face-to-face instruction?”

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.

Social Work and Indigenisation: A South African Perspective

2018 ◽  
Vol 30 (1) ◽  
Author(s):  
Lobelo David Mogorosi ◽  
Dumisani Gaylord Thabede
Keyword(s):  
South Africa ◽  
Social Work ◽  
South African ◽  
Social Work Education ◽  
Western Europe ◽  
World View ◽  
Joint Decision ◽  
Scant Attention ◽  
Global North ◽  
Work Education

For relevance to societal reality and challenges, countries should structure their social work education to deal with specific conditions and cultures. From its global North (i.e. Western Europe and North America) origins, social work has contributed to the expansion of the discipline and profession to the developing world, including South Africa. During the three decades (from the mid-1980s until the present day) during which they have taught social work in South Africa, the authors have witnessed half-hearted efforts to really integrate indigenous knowledge into the curricula. In writings and professional gatherings, scant attention was paid to curricula transformation imperatives enriching practice. To its credit, the Association of South African Social Work Education Institutions (ASASWEI) advocates for decolonisation and indigenisation of social work education. Discussing decolonisation and indigenisation in social work curricula, the paper critiques assumptions of global North ideas, cloaked as if universally applicable. An example is about some principles of social casework – a method of choice in South Africa – which mostly disregards cultural nuances of clientele with a communal collective world view that relies on joint decision-making. A culturally sensitive approach is adopted as theoretical framework for this paper. The paper concludes with recommendations that should help ensure that social work curricula strive towards being indigenous, contextualised and culturally appropriate.

"Do not Worry Your Head": The Impossibility of Indigenising Social Work Education and Practice in Africa

2018 ◽  
Vol 30 (3) ◽  
Author(s):  
Kwaku Osei-Hwedie ◽  
Doris Akyere Boateng
Keyword(s):  
Social Work ◽  
Knowledge Base ◽  
North American ◽  
Social Work Education ◽  
Culturally Relevant ◽  
Social Work Educators ◽  
The People ◽  
African Context ◽  
Drawing Board ◽  
Work Education

As the discussions and debates rage on about the content and direction of social work in Africa, the challenges associated with weaning the profession off its Western and North American roots become apparent. The desire to indigenise or make the profession culturally relevant is well articulated in the literature. Some efforts have been undertaken toward achieving this desire. However, it is evident that despite the numerous discussions and publications, it appears that efforts at indigenising, localising, or making social work culturally relevant have not made much progress. While what must be achieved is somewhat clear; how to achieve it and by what process remain a conundrum. The article, therefore, revisits the issue of making social work culturally relevant in Africa and its associated challenges. Despite the indictment of current social work education and practice in Africa, it appears that many academics and professionals have accepted that what is Western is global, fashionable, and functional, if not perfect. Given this, perhaps, “we should not worry our heads” about changing it. Instead, social work educators and practitioners in Africa should go back to the drawing board to determine how current social work education and practice can be blended with a traditional African knowledge base, approaches and models to reflect and align with the critical principles and ideals within the African context. This is with the hope of making the profession more relevant to the needs of the people of Africa.

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