Should you encourage students to assess themselves in practice learning? A guided self-efficacy approach to practice learning assessment

Parker, Jonathan

doi:10.1921/jpts.v6i3.333

Cited by 4 publications

(1 citation statement)

References 17 publications

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“…The interpretation of confidence here is as a belief in one's ability to undertake something. It is self-efficacy as conceptualised by Bandura (1977) and applied to professional learning by Eraut (2004) and to social work practice by Parker (2005;. Research into work-place learning has identified such self-efficacy as fundamental to professional development (Cheetham & Chivers, 2001;Eraut, 2004;Webster-wright, 2010).…”

Section: Because I Am Doing the Assessment I Am Assessing The Situati...mentioning

confidence: 99%

How social work students develop the skill of professional judgement: Implications for practice educators

Rawles¹

2021

JPTS

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This article is based on findings of research into how social work students begin to develop expertise in professional judgement during their practice placements and what enables, facilitates and supports them to do so. The research sought to understand the ‘authentic professional learning’ that took place for social work students who were at the point of qualification. The findings indicate that the optimal environment for the development of the skill of professional judgement is one in which there is the presence and positive inter-relationship of three domains of learning: professional responsibility, the facilitation of the professional voice and learner agency. The role of the practice educator was pivotal to this development but the findings go beyond merely re-articulating the positivity of the student/educator relationship to illuminating what it was about the practice educators’ pedagogical approach that facilitated the development of the skill of professional judgement. This article has a particular focus on implications for practice educators and others who support professional work-based learning. The research indicates the benefits of adopting an autonomy-support approach and the article provides ideas for how this might be incorporated into practice placements.

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Section: Because I Am Doing the Assessment I Am Assessing The Situati...mentioning

confidence: 99%

How social work students develop the skill of professional judgement: Implications for practice educators

Rawles¹

2021

JPTS

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The Evaluation Self-Efficacy Scale – III

Holden¹,

Barker²,

Kuppens³

2022

Social Work in the Frame of a Professional Competencies Approach

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Stories in social work:

Bolin¹,

Fog²

2006

The Journal of Practice Teaching and Learning

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Practice learning opportunities form an integral part of studies of social work on the Social Pedagogy program at University West in Sweden and, over a period spanning several years, we have developed a reflective approach to both campus and practice learning. Over the last four years we have worked with a narrative approach to the creation of knowledge from practice learning and for examining the learning outcomes that derive from this educational process. The aim of this article is to describe and discuss the narrative approach to the creation of knowledge using the so-called 'storytelling method' as an educational resource for eliciting evidence of learning outcomes in practice learning. We have used this approach to capture the learning that takes place when students are on learning opportunity placements in the social work/social pedagogical field, both nationally and internationally. The article describes both the educational context where storytelling takes place, and the research focus on work integrated learning that led to the implementation of this pedagogical tool. We will also describe and analyse how we use the 'storytelling method' with a focus on how it can be used to 'evidence' students' learning.

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Should you encourage students to assess themselves in practice learning? A guided self-efficacy approach to practice learning assessment

Cited by 4 publications

References 17 publications

How social work students develop the skill of professional judgement: Implications for practice educators

How social work students develop the skill of professional judgement: Implications for practice educators

The Evaluation Self-Efficacy Scale – III

Stories in social work:

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