Advancing Social Work Practice Research Education – An Innovative, Experiential Pedagogical Approach

Abstract

Achieving practice research competency is an essential pillar of social work practice. However, research material is often associated with dry lectures and incomprehensible statistical applications that may not reflect real life issues. Teaching research course is often antithetical to the pedagogical approach commonly used in social work education, which engages students in practical applications of real life situations with case examples. This paper described and evaluated six sets of experiential class and field activities designed to increase graduate level social work students' competencies of practice research. These activities included: (1) formulating a practice-based research topic; (2) using assessment templates for critical evaluation of published research; (3) learning single-system research design; (4) conducting agency research and evaluation field assessment; (5) designing and executing a practice-focused class study project; and (6) presentation and dissemination of research findings. An online course evaluation was administered with altogether 63 students in 2 Foundation Research and 2 Advanced Research classes to elicit both their qualitative feedback and quantitative ratings of their attainment of research competencies. The instructor's assessment of individual student performance using a grading rubric helped determine their level of attainment of course competences. Findings suggest several critical elements of this pedagogical approach. Students learn about real-world research issues through a case-based learning approach. Both students and the instructor involve in a collaborative learning process. Finally the instructor selects context-specific cases for class discussion and activities so that students see the connection of social work research to day-to-day practice contexts.

Role of Social Work Education in Teaching: A Case Study of Karachi

“…Evidence-based practice, documentation, and intervention results are all crucial elements of social work practice. (Kwong, 2017) However, (62.5%) of respondents of the above Table : 5 said professional people can get easily job in society because of professional education, they have experience of field work, more employment opportunities and they have gifted abilities. Thus 90% of respondents said they would like to give their children the education of social work because ethical values will be coefficient, educational awareness will enhanced, the passion of social welfare will grow, children's selfconfidence will increased and quests to move ahead will increased and leadership abilities will be enhanced.…”

“…Many students work even though they study also their practice might lead to research issues. (Kwong, 2017) In Table : 6 indicates that 72% respondents said that children can easily convey their thoughts to social workers, 17% said that we could raise the spirit of humanity and service in children from the beginning, 6.5% said that it help in fulfillment of a good personality, while 4% said that it is important to create a strong society, 0.5% said that their importance in society is that it increases mutual cooperation. The social worker can help families cope with their emotions by giving support, advocacy, and counselling.…”

Exploring Multimodality with Online Peer-Facilitated Experiential Learning in Group Work Training

“…Multimodal approaches are needed to link digital and physical interactions and shed light on collaborative learning and collective sense-making in small groups (Martinez et al, 2011;Pijeira-Díaz et al, 2016). Increased diversity in learning experiences such as experiential activities, applicable discussion, guided reflection, and group work and collaboration promotes a more well-rounded training program (Kwong, 2017).…”

Öğretmen Adaylarının Eğitim Araştırmalarına Yönelik İnançları

“…Bununla beraber öğretmen adaylarının ülkenin gelişimi, çağa ayak uydurma, nitelikli vatandaş eğitimi genelin isteğini belirleme açısından eğitim araştırmalarını toplumsal; özgün, nesnel araştırmalar yapmak, durum tespiti ve nitelikli araştırmaların sayısını arttırmak için ise eğitsel açıdan eğitim araştırmalarını gerekli gördükleri sonucuna ulaşılmıştır. Eğitim araştırmalarının bilimsel araştırmalarının bir parçası olarak görüldüğü ve toplumun ilerlemesi için yapılmasının gerekli olduğunu ortaya koyan araştırmaların (Burkhardt & Schoenfeld, 2003;Davies, 2000;Korkmaz, Şahin & Yeşil, 2011;Kwong, 2017;Piburn, 1992;Polat, 2014;Ravid & Leon, 1995;Saracaloğlu, 2008;Taşdemir & Taşdemir, 2011 ) varlığı, bunların topluma ve toplumun yapısına eğitsel açıdan katkı sunduğunun kanıtı olarak gösterilebilir. Aynı zamanda eğitim temelli araştırmalar ile yeni bilgilerin üretilmesi, eğitimde ortaya çıkan sorunlar çözülebilmesine ve öğretmenler daha yetkin hale gelmesine olanak vermektedir (Burkhardt & Schoenfeld, 2003;Ravid & Leon, 1995;Taşdemir & Taşdemir, 2011).…”