Research training is a key area of social work education and integral to the success of future practitioners. Innovative pedagogical models for teaching research have been proposed, including those based on experiential approaches. This exploratory study evaluated a research practicum (RP) model for social work students. The intended outcome of the study was to develop, implement, and evaluate a comprehensive model for RP that encompasses experiential, cognitive, relational, and affective dimensions of learning. In total, 16 students and 14 instructors completed an online survey and open-ended questions about their experiences. Mentorship was identified as a key component facilitating student learning during the RP across cognitive, affective, behavioral, and relational dimensions. Mentoring provided students in this study with modeling, guidance, and scaffolding; offering a secure foundation for developing their research skills; and envisioning themselves as researchers. The findings suggest that a RP can provide students the setting in which to develop a broad range of skills and competencies in social work research. is a professor, faculty of Social, University of Calgary. Christine's has expertise in teaching research theory and methods, with interests in developing, evaluating and disseminating innovative pedological approaches to teaching research, including experiential and applied methods.Carolyn Gulbrandsen, PhD is an instructor in the faculty of Social, University of Calgary. Cari is a social work researcher and educator interested in mentoring skill development for university teaching, specifically within online, collaborative team teaching and experiential learning modalities.Liza Lorenzetti, PhD is an assistant professor in the faculty of Social, University of Calgary. Liza is an activist and educator interested in developing models of teaching promoting social transformation. Her teaching, research, and community practice center on anti-oppression, peace building and social justice.

Purpose This paper aims to present a thematic analysis investigating the experiences and reflections of doctoral students in social work at a Canadian university who were mentored in the development of teaching expertise, including course design, delivery and evaluation, by a senior faculty member. Recommendations to others who are considering engaging in doctoral student teaching mentorship are presented. Design/methodology/approach The paper examines the authors’ reflections on their experiences of doctoral student mentorship through their involvement in collaboratively designing, teaching and evaluating an online undergraduate course. The inquiry used a qualitative approach grounded in Schon’s concept of reflexive learning. Findings Based on the results of the thematic analysis of the mentees’ reflections, this paper presents the collaborative teaching mentorship model and discusses how receiving mentorship in teaching facilitated the mentees’ development as social work educators. Originality/value Although quality guidelines in social work education recommend that doctoral students should be adequately prepared for future teaching opportunities, there is limited discussion about doctoral student development as educators within the academic literature, especially from the perspective of doctoral students. There is also limited articulation of specific models of doctoral student mentorship in developing teaching expertise. The authors hope that sharing their reflections on their experiences and describing the collaborative teaching mentorship model will serve to deepen understandings and promote further exploration and development of doctoral student mentorship in teaching.

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