‘I'll Carry This Experience With Me Throughout My Studies and Future Career’: Practice Tutorials and Students' Views on Social Work in Iraklio, Greece

Papadaki, Vasileia; Nygren, Lennart

doi:10.1080/02615470600905937

Cited by 9 publications

(8 citation statements)

References 14 publications

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“…When it comes to the course itself, practice teachers played the most important role in providing students with support. This confirms prior research findings regarding the importance of practice teachers and practice tutorials (Papadaki and Nygren, 2006); group practice tutorials, where more than one student is placed at the same agency, are utilized in social work education in Greece; practice teachers and students meet each week to discuss practicum-related issues. However, except for practice teachers, the lack of support from the course was emphasized by the students' responses, unlike the findings of Collins et al (2010) where two out of the three most important support sources came from within the educational setting (tutors, practice teachers).…”

Section: Demands and Supportsupporting

confidence: 81%

‘How Do You Feel About Studying Social Work?’—Social Work Students in Greece: Demands, Support, Feelings About Their Studies and Attitudes Towards Themselves

Papadaki

Katsouli

Tournikis

et al. 2011

Social Work Education

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This paper presents the results of a study exploring the nature and extent of the demands placed upon social work students during their studies, the support available to them inside and outside the course, their feelings about their work and their attitudes towards themselves. Demands from the course were rated higher than demands from financial, family and part-time work responsibilities. Important support was obtained from friends, relatives and fellow students while, except for practice teachers, the lack of support from the course was emphasized. A large number of students often felt exhausted, not due to the actual work with users but mostly due to obligations to the course such as essays. On the whole, however, students felt good about what they had accomplished so far and held positive attitudes towards themselves. The need for structured support resources offered within the educational institution was evident and recognized by more than half of the students, who stated they would be willing to use them had they been available. Students expressed no intention to quit their studies despite the demands placed upon them; the prospect of unemployment was an additional source of worry for more than half of them.

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Section: Demands and Supportsupporting

confidence: 81%

‘How Do You Feel About Studying Social Work?’—Social Work Students in Greece: Demands, Support, Feelings About Their Studies and Attitudes Towards Themselves

Papadaki

Katsouli

Tournikis

et al. 2011

Social Work Education

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“…The small group learning opportunity is designed to allow the student a chance to question, to encourage teamwork, and to enable practice at presenting or demonstrating skills in public, albeit within the relative safety of colleagues and peers (Keddie & Trotter, 1998;Race, 1989;Steinert, 2004). The mentoring and role-modelling central to social work education is evident here (Keddie & Trotter, 1998;Papadaki & Nygren, 2006). …”

Section: Usefulness Of Small Group Teachingmentioning

confidence: 98%

“…Examination of the timetables adopted by many Australian social work schools similarly shows incorporation of small group delivery of social work curricula, although one area of distinct difference within Australian social work schools and overseas is the size of the teaching groups used. For example, Papadaki and Nygren (2006) explored the significance of practice tutorials comprising three or four students with a staff teacher, concluding that these experiences strongly influence students' views of the social work profession and of what they expect to face in practice. It is doubtful whether, given financial and staffing constraints and contemporary demands for demonstrated effectiveness and achievement of measurable employment outcomes, many Australian social work programs would be able to justify such a resource commitment, at least in the absence of compelling research evidence.…”

Section: Contemporary University Contextmentioning

confidence: 99%

“…Watson and West (2003) argued that the absence of what they termed an ''empowering tutorial relationship'' (p. 139) contributes to commodification of competencies in social work. Social work education, in the main, has held to the view that it is important to model practice in classrooms by explicitly demonstrating and using the skills and behaviours that the subject and teacher are trying to impart (Knight, 2001;Papadaki & Nygren, 2006).…”

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confidence: 98%

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“Active Student Involvement and a Real Struggle with Ideas”: Small Group Teaching in Social Work Education?

Swain¹

2007

Australian Social Work

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The present article examines the strengths of small group teaching within the context of the professional and ethical requirements of social work education. It outlines some of the strategies adopted to ensure that reliance on this mode of educational delivery contributes to the excellence of practice knowledge and teaching standards to which universities commit and which professional associations and clients expect. Small group teaching continues to be perceived as an integral component in the preparation for professional social work practice and has important functions in the mentoring and socialisation of beginning practitioners. It would be valuable, in the light of developments in technology-assisted educational modes of delivery, to further research the relative impact of face-to-face teaching and its alternatives, given contemporary pressures upon both tertiary institutions and social work students.

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“…Practice learning is widely considered to be the cornerstone of social work education (Parker, 2006) and the experience most likely to be remembered post qualification (Doel and Shardlow, 1996;Papadaki and Nygren, 2006). In the UK, practice assessors play a key role in the assessment of practice learning (Crisp et al, 2006).…”

Section: Introductionmentioning

confidence: 99%

'My Expectations Remain the Same. The Student Has to Be Competent to Practise': Practice Assessor Perspectives on the New Social Work Degree Qualification in England

Moriarty

MacIntyre

Manthorpe

et al. 2009

British Journal of Social Work

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This version is available at https://strathprints.strath.ac.uk/9812/ Strathprints is designed to allow users to access the research output of the University of Strathclyde. Unless otherwise explicitly stated on the manuscript, Copyright © and Moral Rights for the papers on this site are retained by the individual authors and/or other copyright owners. Please check the manuscript for details of any other licences that may have been applied. You may not engage in further distribution of the material for any profitmaking activities or any commercial gain. You may freely distribute both the url (https://strathprints.strath.ac.uk/) and the content of this paper for research or private study, educational, or not-for-profit purposes without prior permission or charge.Any correspondence concerning this service should be sent to the SummaryResearch has emphasized the importance of practice learning to social work qualifying education but has tended to feature social work educator and student perspectives more strongly than the views of those responsible for assessing students' practice in the field. This article draws on 195 responses to a postal questionnaire sent at two points in time to practice assessors working with students from nine social work qualifying programmes run in six higher education institutions collected as part of the evaluation of the new social work degree qualification in England. While practice assessors described changes in their role and in the opportunities available to students, they also emphasized continuities, particularly in the skills that they expected students to possess. The key difficulty they identified was the heavy workload resulting from combining their role as practice assessors with their other responsibilities at work. Increases in the number of social work students and changes to the organization of services are likely to create further pressures on practice assessors. Given that these issues are faced by a number of different professions, the article concludes that there is potential for future studies to look at the experiences of practice educators across different professional qualifying programmes.

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‘I'll Carry This Experience With Me Throughout My Studies and Future Career’: Practice Tutorials and Students' Views on Social Work in Iraklio, Greece

Cited by 9 publications

References 14 publications

‘How Do You Feel About Studying Social Work?’—Social Work Students in Greece: Demands, Support, Feelings About Their Studies and Attitudes Towards Themselves

‘How Do You Feel About Studying Social Work?’—Social Work Students in Greece: Demands, Support, Feelings About Their Studies and Attitudes Towards Themselves

“Active Student Involvement and a Real Struggle with Ideas”: Small Group Teaching in Social Work Education?

'My Expectations Remain the Same. The Student Has to Be Competent to Practise': Practice Assessor Perspectives on the New Social Work Degree Qualification in England

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