Integration of Theory and Practice in Social Work: Challenges and Triumphs

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

“…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).…”

“…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).…”

The Use of Technology-Enhanced Learning (Tel) to Facilitate Authentic Learning: Experiences of South African Social Work Educators

“…The view expressed by Educator Three suggests sensitivity about collaborative partnerships in the teaching and learning journey by allowing students to make meaning, discover information and engage in activities similar to real-world practice. In like manner, being a guide in the education process encourages an integration of theory with field practice, as reflection on experiences in a safe space is fostered (Carelse & Dykes, 2013). Thus in authentic learning the educator does not exercise control, but is rather seen as the coach "that provides coaching and scaffolding" at critical times (Herrington et al, 2010).…”

Coping, Resilience and Posttraumatic Growth: Adverse Childhood Experiences and Social Work Students

“…In a specific South African university, students generally mirrored the social history and experiences of the communities from which they stem that link to the broader South African society (Carelse and Dykes, 2013;Petersen, 2010). The findings of a primary study provided clarity regarding the adverse childhood experiences (ACEs) of social work students: frequent childhood abuses (including physical, sexual and emotional); ineffectual caregiving (parental substance abuse, desertion and absence); poor family wellbeing (in particular family conflict and intimate partner violence); and poor social environments.…”