Evaluating constructivist teaching and learning of social work practice

2002 ◽  
Author(s):  
Long-chi, Rinna Wong
Keyword(s):  
Social Work ◽  
Teaching And Learning ◽  
Work Practice ◽  
Social Work Practice ◽  
Constructivist Teaching

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 Exploring Empathy Embedded in Ethics Curricula: A Classroom Inquiry

10.18060/1949 ◽  
2011 ◽  
Vol 12 (2) ◽  
pp. 329-344 ◽  
Author(s):  
Susan Gair
Keyword(s):  
Social Work ◽  
Teaching And Learning ◽  
Social Work Students ◽  
Work Practice ◽  
Social Work Practice ◽  
Practice Research ◽  
Cultural Empathy ◽  
Classroom Inquiry ◽  
Proactive Support ◽  
Exploratory Inquiry

Empathy is considered to be a crucial ingredient in social work practice. Research on empathy is abundant although literature describing the teaching and learning of empathy, and in what contexts empathy might be taught best, is less common. The primary aim of this exploratory, classroom-based research undertaken in 2011 was to explore empathy with second year, social work students, thereby building on previous research, and linking it to education and practice. The findings suggest students may acquire a conceptual and definitional understanding of empathy by early in their course, but may need more proactive support to transform that learning into deeper empathy. A key speculation underpinning this exploratory inquiry, that cultivating empathy within an ‘ethics’ unit might prove more potent than within a ‘skills’ unit, was not supported. The need for further research into empathy, particularly cross-cultural empathy, is a recommendation of this research.

scholarly journals The reform of social work practice education and training and supporting practice educators

2013 ◽  
Vol 12 (2) ◽  
pp. 48-66
Author(s):  
Jackie Plenty ◽  
David Gower
Keyword(s):  
Social Work ◽  
Teaching And Learning ◽  
Work Practice ◽  
Social Work Practice ◽  
Social Work Training ◽  
Regulatory Frameworks ◽  
Mandatory Requirement ◽  
Recent Developments ◽  
Training And Support ◽  
Academic Year

The BA (Hons) Social Work Programme at University Campus Suffolk (UCS) has just completed a full academic year embedding the new Professional Capabilities Framework (PCF) produced by The College of Social Work (TCSW, 2012) and the Standards of Proficiency for Social Work (SoPS) (Health and Care Professionals Council, HCPC, 2012). UCS fully began this process a year ahead of the mandatory requirement for all Higher Education Institutions (HEIs) to introduce these in time for the 2013 -2014 academic year. The new regulatory frameworks were incorporated into the programme to allow an evaluative implementation pilot year and an opportunity for review. This study will set the scene for the important role that practice educators play in social work training and education within the context of recent developments. Despite the disruption created by revision to the teaching and learning on the programme, practice placements and additional training and support required for the social work academics feedback from practice educators and students suggests that the transition was a success. It will also highlight the benefits of the new frameworks in relation to the training and support that was provided, the need for the on-going training and support for practice educators as well as considering lessons to be learned and revisions needed for the next academic year.

Teaching and Learning Social Work Practice Skills through the Use of Triads

2007 ◽  
Vol 13 (1) ◽  
pp. 13-38
Author(s):  
Jeanette Harder ◽  
Sarah Cox ◽  
Jenna Grotelueschen ◽  
Doreen Simpson ◽  
Mandy Lozier
Keyword(s):  
Social Work ◽  
Teaching And Learning ◽  
Teaching Method ◽  
Work Practice ◽  
Social Work Practice ◽  
Dual Relationships ◽  
Social Work Values ◽  
Work Practitioner ◽  
Engagement Assessment ◽  
Practice Skills

This article presents a structured way to teach and learn social work practice skills in an undergraduate or foundation practice class. Triads provide the opportunity for students to develop practice skills and confidence as they experience firsthand the role of a social work practitioner. Written from the perspectives of both the instructor and the student, this article examines how triads can be used to teach, apply, and reinforce skills in each of seven areas of the problem-solving model—engagement, assessment, planning/contracting, intervention, evaluation, closing, and follow-up—with additional opportunities to apply skills related to social work values and ethics, and diversity. The article discusses confidentiality and dual relationships as they relate to this teaching method and the risks and challenges of the use of this approach for both instructor and student.

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