Improving Field Education Through Kolb Learning Theory

Raschick, Michael; Maypole, Donald E.; Day, Priscilla A.

doi:10.1080/10437797.1998.10778903

Cited by 67 publications

(44 citation statements)

References 9 publications

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“…Since being developed in the early 1980s, the LSQ has been used extensively in many different sectors of education as well as in a number of different cultural settings. For example, interest in matching instructional formats to students' learning style has been widespread in fields as diverse as occupational and physical therapy (Sandmire et al 2000), social work education (Raschick et al 1998), and science education (Pedrosa de Jesus et al 2006). While these approaches are intuitively useful, Coffield et al (2004) concluded from their extensive systematic review of learning styles and pedagogy that there is no convincing empirical evidence that matching students' learning styles with pedagogy results in improved academic performance whether measured by Kolb's instrument or Honey and Mumford's instrument.…”

Section: David Kolb's Theory Of Experiential Learningmentioning

confidence: 99%

Teaching Family Systems Theory: A Developmental-Constructivist Perspective

Caldwell

Claxton

2009

Contemp Fam Ther

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Kegan's (In over our heads: The mental demands of modern life, Harvard University Press, Cambridge, MA, 1994) description of an ''In Over Our Heads'' phenomenon has much to offer those who engage in teaching family systems theory and therapy, particularly in relationship to the tensions involved in the potential mismatch between the developmental demands of the curriculum and the orders of consciousness that characterize students' responses to the material. Kegan's notion of the ''holding environment'' and Kolb's (Experiential learning: Experience as the source of learning and development, Prentice-Hall, Englewood Cliffs, NJ, 1984) theory of experiential learning are rich resources instructors can draw on to orient their teaching and curriculum more explicitly to supporting students on their developmental journey. In this article we provide examples of how to do that and also discuss the kinds of faculty development and changes in the program culture that are needed if ''teaching for development'' is to become more embedded in MFT programs.

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Section: David Kolb's Theory Of Experiential Learningmentioning

confidence: 99%

Teaching Family Systems Theory: A Developmental-Constructivist Perspective

Caldwell

Claxton

2009

Contemp Fam Ther

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“…Unlike in traditional supervision, the supervisor does not dictate to the workers/students by using certain teaching strategies in response to specifically identified learning styles of worker/students, for example, as is suggested by Bogo and Vayda (1987), Kolb (1973Kolb ( , 1981Kolb ( , 1984, Raschick, Maypole and Day (1998) and Van Soest and Kruzich (1994). Empowerment supervision is outcomes-based, which in turn is worker/student centred.…”

Section: The Difference Between Traditional and Empowerment Supervisionmentioning

confidence: 99%

Operationalising a Competence Model of Supervision to Empower Social Workers and Students in South Africa

Engelbrecht

2014

Social Work

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The purpose of this article is to demonstrate, with reference to the work of Guttman, Eisikovits & Maluccio (1988) INTRODUCTIONIn their article "Enriching social work supervision from the competence perspective" the authors Guttman, Eisikovits & Maluccio (1988:278-290) state that the manifest goal of supervision in social work generally has become associated with the promotion of competence. However, these authors also say that interpretations of the concept vary and that explicitly stated competenceoriented models of supervision are rare. According to the authors, there is an obvious lack of clear and explicitly formulated competence-oriented supervision models.The purpose of this article is to demonstrate, with reference to the work of Guttman et al. (1988), how a competence model of supervision for social workers and students in South Africa can be operationalised. This will be done by showing the relevance of a competence model for supervision in South Africa and by explaining, with reference to outcomes-based and empowerment supervision, the rationale behind the operationalisation of the competence model. The competence model will then be conceptualised so as to provide a theoretical foundation for the model. The operationalisation of the competence model is demonstrated by defining outcomesbased supervision, explaining the relevant principles of outcomes-based supervision, defining empowerment supervision, indicating the differences between traditional and empowerment supervision, and by clarifying the relevant principles of empowerment. RELEVANCE OF THE COMPETENCE MODEL FOR SUPERVISION IN SOUTH AFRICAIt would appear that a competence model as a model of supervision for social workers/students is eminently suited to the current South African situation, because the implementation of policy as stipulated by the White Paper for Social Welfare (Ministry for Welfare and Population Development, 1997) and the South African Qualifications Authority Act (RSA Ministry of Education, 1995) both require that social workers and students demonstrate specific competencies.

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“…Providing a placement for students in an agency has also been reported to aid the learning of the practice teacher and other staff (Raschick, 1998;Globerman & Bogo, 2003), in particular increasing the practice teacher's reflection; bringing new ideas and knowledge; challenging practice and aiding in understanding the learning process (Globerman & Bogo, 2003;Barton, Bell & Bowles, 2005).…”

Section: Benefits To the Agencymentioning

confidence: 99%

Supervision of students in social care education: practice teachers’ views of their role

McSweeney¹

2016

Social Work Education

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This paper presents findings from research exploring how practice teachers in social care education in Ireland view their role, in particular what elements they prioritise and what they see as relatively unimportant. Q methodology was used to compare the participants' viewpoints. Twenty practice teachers, from varying practice backgrounds and levels of experience, sorted statements outlining aspects of the practice teacher's role, during individual interviews. Analysis indicates two ways of conceptualising the role. One focuses within the agency, prioritising students' awareness of the clients using the social care service and policies as guiding practice. The second encapsulates a broader view of learning beyond the agency, focusing on the practice teacher assisting the student to integrate theory with practice and using reflection as a learning tool.Conclusions are drawn in relation to social care education.Keywords: supervision; social care students; practice teacher role; practice placement; clients; policies; reflection; theory; Q methodology ContextSocial care work is defined as 'the professional provision of care, protection, support, welfare and advocacy for vulnerable or dependent clients, individually or in groups. ' (Joint Committee on Social Care Professionals, 2003, p.13). Social care workers are employed in residential care for young people, day and residential services for individuals with intellectual disabilities, people with sensory impairments, mental health issues, youth work, services for people who are homeless, family support services and addiction services.In Ireland, social care education involves completing a three or four year degree programme of academic modules and practice placements to meet standards set down by Qualifications and Quality Ireland (Social Care Work Award Standards, 2014). Placements are considered to be an essential part of the education and preparation for practice in social care work. Students must complete between 800 and 1000 hours on placement in a variety of 2 social care settings throughout the educational programme and they must pass this element of the programme. To maximise the student's learning while on placement s/he is appointed a supervisor or practice teacher who is expected to agree learning objectives with the student, conduct regular supervision sessions to support and monitor the student's learning, and liaise with the college (Irish Association of Social Care Educators, 2009). Although, as noted by Davys and Beddoe (2000), there is not consensus on the title of the person in an agency who is in charge of the student on placement, the role essentially involves managing, assessing, monitoring, teaching, challenging and supporting the student. Citing Ford and Jones (1987) they capture the complexity of the role of the supervisor/practice teacher with responsibilities to clients, agency and standards of the service provided along with guaranteeing the students' opportunities to learn. Thus practice teachers are essential in the education of soc...

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Improving Field Education Through Kolb Learning Theory

Cited by 67 publications

References 9 publications

Teaching Family Systems Theory: A Developmental-Constructivist Perspective

Teaching Family Systems Theory: A Developmental-Constructivist Perspective

Operationalising a Competence Model of Supervision to Empower Social Workers and Students in South Africa

Supervision of students in social care education: practice teachers’ views of their role

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