Do We Need More “Doing” Activities or “Thinking” Activities in the Field Practicum?

Lee, Mingun; Fortune, Anne E.

doi:10.1080/10437797.2013.812851

Cited by 34 publications

(19 citation statements)

References 60 publications

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“…(Bozalek & Biersteker, 2010;Lee & Fortune, 2013;Norton, Russell, Wisner & Uriarte, 2011;Wehbi & Strake, 2011). Examples of transformative and experiential learning methods are reflection and reflexive exercises (Mezirow, 1997;Wehbi, 2011).…”

Section: Extend Participatory Learning Methods and Activitiesmentioning

confidence: 99%

Learning Profiles of Social Work Students: Who Are You and How Should This Influence My Teaching?

Dykes¹,

Green²

2015

SWORK

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This qualitative study explores the impact of adverse childhood experiences (ACEs) of social work students on notions of students' learning profile. Data were obtained from both student and staff participants on third year level within the social work programme during the teaching of a particular module focusing on family wellbeing. The implications of strong reactions during teaching and learning are juxtaposed against the notions of students' learning profile and participants' teaching and learning suggestions. Several recommendations are made that have emerged from the study that attempt to relate to students' learning profile in social work professional learning. 577Social Work/Maatskaplike Werk 2015:51(4) LEARNING PROFILES OF SOCIAL WORK STUDENTS: WHO ARE YOU AND HOW SHOULD THIS INFLUENCE MY TEACHING?Glynnis Dykes, Sulina Green INTRODUCTIONInternationally, classrooms reflect an increasingly diverse world of differing ages, abilities, cultures, interests, motivations and difficulties (Rosslyn, 2004;Tomlinson, Brighton, Hertberg, Callahan, Moon, Brimijoin, Conover & Reynolds, 2003). The situation in South Africa is no different. The majority of South African students currently in higher education are first-generation (non-traditional) students commonly (and indiscriminately) described as underprepared, coming from impoverished backgrounds in terms of economic strength, poor schooling and socio-cultural resources, and using English as additional language (Bozalek, 2013;Carelse & Dykes, 2013;Collins & Van Breda, 2010;Hlalele, 2010;Smit, 2012).In order to facilitate learning for these diverse groups, it is vital to know who the adult learner is in terms of the role of personal circumstances in the learning endeavour, as well as to ascertain how adults learn (Merriam, Caffarella & Baumgartner, 2007;Ramsden, 1992). The current student profile at the university where the study was undertaken started to emerge during the 1980s, when the institution initiated an affirmative action admissions policy designed to broaden access particularly for students from all historically disadvantaged communities (Bozalek, 2013). For the non-traditional and adult learner, the concepts of self and self-directed learning are vital (HylandRussell & Groen, 2011) in that they feed into their individual learning approaches; this in turn advances the philosophy of learner-centredness (Wilcox, 1996).Learning styles have been variously defined in the literature. For this study the overall notion of learning profile will be used to refer to students' personal traits (such as biological, cultural and societal factors; emotional and social influences; academic record and learning preferences) that optimise the individual's learning (Powell & Kusuma-Powell, 2011;Rollnick, Lubben, Lotz & Dlamini, 2002). A learning profile consists of two dimensions (Fry, Ketteridge & Marshall, 2009;Vanthournout, Coertjens, Gijbels, Donche & Van Petegem, 2013), namely, learning styles (stable personal characteristics of the learner), and learning approaches (cha...

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Section: Extend Participatory Learning Methods and Activitiesmentioning

confidence: 99%

Learning Profiles of Social Work Students: Who Are You and How Should This Influence My Teaching?

Dykes¹,

Green²

2015

SWORK

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“…The connections we were able to make with what students were learning, feeling, thinking about, and doing in practice meant that any aspect of these experiences might be used by us as a “teachable moment” (Tsang, :66). Consequently, we were able to explicitly draw out conceptual links with the knowledge, skills, values, and reflexivity required to deliver effective social work practice (Lee & Fortune, ) alongside the experience of doing so.…”

Section: The Importance Of a Three‐dimensional Teaching And Learning mentioning

confidence: 99%

“…Bogo and Wayne argue that this division of tasks arises as a consequence of an “educational culture” within which we have become socialized into an expectation that the university will deliver academic teaching, and skills development occurs on placement (Bogo & Wayne, :10). This may partly explain why the predominant focus has been on linking theory and practice in classroom‐based teaching, with less emphasis on supporting integration of learning on placement with practice educators (Clapton, Cree, Allan, Edwards, Irwin, et al, ; Crisp & Hosken, ; Lee & Fortune, ). More recently, there have been renewed calls for the profession to prioritize efforts to integrate the academic curriculum with practice (Bogo, ; Robbins, Coe Regan, Williams, Smyth, & Bogo, ).…”

Section: Introductionmentioning

confidence: 99%

Partners in practice: Developing integrated learning opportunities on the Frontline child and family social work qualifying programme

Domakin

Curry²

2017

Child & Family Social Work

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The Frontline programme is a social work qualifying route, in England, featuring a different approach to curriculum design and delivery. Students are based in groups of 4, learning through practicing social work in a statutory child and family social work setting, alongside a Consultant Social Worker (in the role of practice educator). They are also supported by an Academic Tutor who works in partnership with the Consultant Social Worker to facilitate learning. A weekly “unit meeting” is a foundational aspect of the programme, providing opportunities for in‐depth discussion, teaching, and reflection on practice with families. The authors worked together over the first 2 cohorts of the programme and undertook action research to explore the learning opportunities that arise when academic staff and practitioners work side by side to support student learning in this model. Three broad themes were identified which were considered to be significant in helping students to learn which are explored in the paper: Learning through engaging in joint dialogue about practice in a unit meeting The influence of relationships on learning in social work The importance of a connected model of learning which has practice with children and families at its heart

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“…Otroa autores como Mingun Lee y Anne E. Fortune se han referido en diversos artículos a las actividades que se desarrollan en los centros y a reflexionar cómo contribuyen a la adquisición de las competencias profesionales y a la satisfacción del alumnado. (Fortune, y Kaye, 2002;Lee y Fortune, 2013) Sin embargo, la importancia dada a este proceso no se ha traducido en la elaboración de trabajos en los que se sistematicen y ponderen de forma objetiva las diversas dimensiones susceptibles de ser valoradas en el momento de seleccionar la idoneidad de los centros. Por ello, el desarrollo del nuevo título de grado en Trabajo Social ha resultado una excelente oportunidad para reflexionar sobre esta cuestión e intentar plasmar el conocimiento acumulado a través de instrumentos que permitan, por un lado, asegurar la calidad del aprendizaje y, por el otro, incorporarlo a los procesos de garantía de calidad que las universidades españolas están desarrollando.…”

Section: Introductionunclassified

Proceso de selección de los centros de prácticas de trabajo social: instrumento de sistematización y objetivación

Pascual¹,

Beloki²,

Mendicuti³

2013

altern

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En este artículo se presenta el instrumento diseñado por el equipo responsable de Prácticas Externas del grado en Trabajo Social de la Universidad de Deusto para la valoración de la idoneidad de los centros de prácticas como receptores de nuestro alumnado. La construcción del instrumento se ha llevado a cabo a través de grupos de discusión entre docentes de trabajo social y profesionales con amplia experiencia en la formación de alumnado en prácticas en sus centros. Su diseño se inicia con el objetivo de identificar los elementos clave para asegurar la calidad en la elección de los centros de prácticas. Tomando como referencia el conocimiento y la experiencia acumulada de los agentes implicados en la formación práctica del alumnado, el instrumento incorpora y pondera las dimensiones identificadas a fin de reducir la variabilidad que conlleva su valoración subjetiva. Pretende igualmente ser una herramienta útil para la toma de decisiones en situaciones en las que se ha de valorar un eventual cambio de centro. Consideramos que el diseño de instrumentos de esta naturaleza permitirá mejorar la praxis docente y, en definitiva, incrementar la calidad de las prácticas externas mediante el trabajo conjunto con los centros de prácticas.

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Do We Need More “Doing” Activities or “Thinking” Activities in the Field Practicum?

Cited by 34 publications

References 60 publications

Learning Profiles of Social Work Students: Who Are You and How Should This Influence My Teaching?

Learning Profiles of Social Work Students: Who Are You and How Should This Influence My Teaching?

Partners in practice: Developing integrated learning opportunities on the Frontline child and family social work qualifying programme

Proceso de selección de los centros de prácticas de trabajo social: instrumento de sistematización y objetivación

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