Exploring the Influence of Feedback on Student Social Workers' Understanding of Childcare and Protection

Abstract

Social work tutors and practice teachers are under increasing pressure to better prepare students for practice in the area of child care and protection, however, little attention has been given to the role of feedback in this process. This study uses a content analysis of written feedback from tutors and interviews to examine students' experiences of feedback on a social work course. Findings suggest there is considerable variation in the extent, type and source of feedback in student learning about child care and protection. Students consider feedback to be most effective when it is formative and delivered by an experienced practice teacher during the practice placement. The key factors which mediate upon student experiences of feedback are: the personal and emotive nature of the instruction; the expertise of practice teachers and learning opportunities on placement; and, the quality of relationships between the giver and receiver of feedback. These factors are not exclusive to a particular source or type of feedback. The task for tutors and practice teachers is getting the right balance of factors across the different types and sources of feedback, aligning it with the teaching and learning process and empowering students to participate in feedback practices.

On the learning journey: what helps and hinders the development of social work students’ core pre-placement skills?

“…Elsewhere, Heron, McGoldrick and Wilson (2015), researching written feedback in social work placements, identified different dimensions affecting responses to feedback -emotional and personal aspects, and the importance to students of relationships with feedback-givers.…”

Feedback to student-works: Lifeline of learning

“…Researchers and educators (e.g., Heron, Mc Goldrick, & Wilson, 2015) around the world stress the needs and practice of feedback on student work as it is an indispensable part on the part of teaching as well as learning. Students' academic activities are spread throughout the semester or academic year or quarter and these activities have to be evaluated and assessed timely and as per rules.…”

“…For this reason, teachers should be careful in choosing words, phrases and structuring sentences while writing their feedback. Heron, Mc Goldrick, and Wilson (2015) also emphasized "the quality of relationships between the giver and receiver of feedback" (p. 2317). (v), (vi) and (vii) On going, Consistent, and Timely: These three characteristics are complementary to one another.…”