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.

Student perceptions of social work practice skills: A comparison of blended and traditional learning

2017 ◽  
Vol 14 (3) ◽  
pp. 27-45
Author(s):  
Trevor G Gates ◽  
Jason A Dauenhauer
Keyword(s):  
Social Work ◽  
Blended Learning ◽  
Student Perceptions ◽  
Social Work Education ◽  
Work Practice ◽  
Social Work Practice ◽  
Online Programs ◽  
Traditional Course ◽  
Work Education ◽  
Practice Skills

Blended learning is a growing trend in social work education. Students are increasingly enrolling in blended or online classes as a part of traditional undergraduate degree programs, and several programs are developing programs that rely heavily on online delivery. However, there are questions about whether students are adequately receiving the training needed, particularly in practice courses, to effectively intervene with individuals, families, and communities. The purpose of the present descriptive study was to compare students’ (N = 45) perceptions of social work practice skills gained in two different blended and traditional face-to-face courses. Results of the study were that students’ perceptions did not significantly differ between the blended and traditional course. We also explore future directions for social work education using blended and online delivery.Keywords: Blended learning; hybrid courses; online programs; practice behaviors; social work education

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.

Epistemological Siblings: Seven Reasons to Teach Ethnography in Social Work Education

2019 ◽  
Vol 50 (7) ◽  
pp. 2233-2251
Author(s):  
Philip Gillingham ◽  
Yvonne Smith
Keyword(s):  
Social Work ◽  
Social Work Students ◽  
Work Practice ◽  
Social Work Practice ◽  
The Novel ◽  
Ethnographic Studies ◽  
Novel Approach ◽  
Professional Social Worker ◽  
Work Education ◽  
Practice Skills

Abstract Ethnographic studies of people at the margins of society, struggling with complex and intertwined personal and social problems, have provided useful insights to social work students and practitioners. Similarly, ethnographic studies of social work practice have provided deeper understandings of how professionals work with individuals, groups and organizations. It has been argued that, given the similarities in the skills required to be an ethnographer and a professional social worker, ethnography should be included in social work curricula, both as an approach to research and as a way to enhance practice skills. The main contribution of this article is to extend this argument using the novel approach of exploring the similarities and divergences between the epistemological approaches of ethnography and social work, in terms of how knowledge is sought, constructed and critically questioned.

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.

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 Incorporating community development into social work practice within the neoliberal environment

2016 ◽  
Vol 23 (3) ◽  
pp. 38-49 ◽  
Author(s):  
Jenny Aimers ◽  
Peter Walker
Keyword(s):  
Social Work ◽  
New Zealand ◽  
Community Development ◽  
Social Workers ◽  
Work Practice ◽  
Social Work Practice ◽  
Bottom Up ◽  
Community Work ◽  
Core Subject ◽  
Work Education

Community development is a core subject in social work education, yet social work discourse often places community development at its margins (Mendes, 2009). This article considers the location of community development and community work within the current neoliberal environment in New Zealand and how such practice can be sustained by social workers in the community and voluntary sector. Community development is a way of working with communities that has a ‘bottom up’ approach as an alternative to State (top down) development. Over recent years, however, successive New Zealand governments have embraced neoliberal social policies that have marginalised community development. In addition the term ‘community work’ has been used to describe activities that have little to do with a bottom up approach thereby making it difficult to define both community development and community work. By applying a ‘knowledge intersections’ schema to two New Zealand community and voluntary organi- sations we identify where community development and social work intersect. From this basis we challenge social workers to consider ways in which community development can be embedded within their practice. 

scholarly journals Critical Language Awareness: A beckoning frontier in social work education?

2017 ◽  
Vol 29 (2) ◽  
pp. 56-68
Author(s):  
Clement Mapfumo Chihota
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Culturally Responsive ◽  
Work Practice ◽  
Social Work Practice ◽  
Language Awareness ◽  
Private And Public ◽  
Critical Language Awareness ◽  
Work Education ◽  
Responsive Communication

INTRODUCTION: Effective social work practice is predicated on empowering, inclusive and culturally responsive communication, and yet, there appears to be very limited focus on language awareness, let alone critical language awareness, in contemporary social work education—both within and beyond the Australasia context. This gap is more worrying against a background where neoliberal and instrumental discourses (Habermas, 1969; O’Regan, 2001) have freely proliferated, and now threaten to colonise virtually all areas of private and public life (Chouliaraki Fairclough, 1999). In response, this article advocates the inclusion of Critical Language Awareness (CLA) in contemporary social work education.APPROACH: This article initially maps the broad scope and historical emergence of CLA, before surveying its key political and theoretical influences.FINDINGS: The key outcome is that CLA—as delineated—clearly shares significant overlaps with social work co-values, particularly: justice, equality and a commitment to anti-discriminatory and anti-oppressive practice (Dominelli, 2002; Payne, 1997). More importantly, CLA provides conceptual and analytical resources that promise to significantly sharpen students’ abilities to recognise, question and ultimately challenge, oppressive discourses (Fairclough, 2011; Manjarres, 2011; Wodak, 2006).CONCLUSION: It is recommended that CLA strands be woven into existing social work themes and topics. The final part of the article offers some practical suggestions on how this could be done.

Time and change: UK social work and comparative European welfare policies since 1990

2020 ◽  
pp. 21-42
Author(s):  
Linda Bell
Keyword(s):  
Social Work ◽  
Social Workers ◽  
Work Practice ◽  
Social Work Practice ◽  
Welfare Regimes ◽  
Welfare Policies ◽  
Time Period ◽  
Background History ◽  
The Uk ◽  
Work Education

This chapter gives a brief contextual background history to ‘social work’. It emphasises the years after 1990. This period encompasses many policy and political changes and theoretical developments in the UK and internationally, which affect social work practice and education. This is the time period encapsulating the author's involvement with social workers and social work education. The chapter presents some comparative geographical locations partly to reflect aspects of this involvement with social work and contacts with social work and social workers in those places, as well as to reflect different kinds of welfare regimes and to indicate some different kinds of welfare professionals.

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