Teaching reflective research and practice on a Post Qualifying Child Care Programme

Saltiel, David

doi:10.1080/02615470309127

Cited by 9 publications

(11 citation statements)

References 7 publications

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“…There have been a number of articles over recent years reflecting on the general theme of post-qualifying studies and others have focused specifically on the PQCCA programmes in England and highlighted key themes such as integrating postqualifying study into the workplace (Cooper and Rixon 2001;Doel et al, 2008), the impact of the PQ award on social work practice (Mitchell 2001) and the need to teach reflective research and practice, (Saltiel, 2003).…”

Section: The Relevant Literaturementioning

confidence: 99%

Beyond Qualification: Experiences of Black Social Workers on a Post‐Qualifying Course

Channer

Doel

2009

Social Work Education

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This article reports on the findings from a small-scale qualitative study of the experiences of five black women studying on a Post-Qualifying Child Care Award (PQCCA). The study considered the expectations of the women, their experiences of recruitment and selection, and support for the candidates from their agency and from the universities offering the programme. Also reported are the experiences of the course content, course completion and the specific experience of being a black candidate on the course. The article sets all this in the context of post-qualifying education, current child care practice and the relevant literature. We make extensive use of the rich data provided by the five respondents in the study, and conclude with recommendations arising from the black women themselves and the researchers" reflections on their experiences.

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Section: The Relevant Literaturementioning

confidence: 99%

Beyond Qualification: Experiences of Black Social Workers on a Post‐Qualifying Course

Channer

Doel

2009

Social Work Education

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“…A 'portfolio route' was developed to provide flexibility for candidates (Graham and Megarry, 2005) so they could avail of support from their agency either through a structured group support programme or individual support from line managers or trainers. Discussion of the use of portfolios is omitted as it is well rehearsed elsewhere Maisch, 2007) particularly as assessment tools to develop critical and reflective thinking (Kolb, 1984;Taylor et al, 1999;Fisher and Somerton, 2000;Cartney, 2000;Coleman et al, 2002;Saltiel, 2003;Kroll, 2004) alongside verifiable evidence of competence.…”

Section: Assessment Of Competencementioning

confidence: 98%

“…The key focus of assessment is now on competence in practice (Croton, 2000), supported by reflection to demonstrate understanding of the context, knowledge base and rationale for decisions and interventions (Saltiel, 2003). However it was still necessary to recognise the need for a learning process and support for that in order to achieve the valued knowledge and skill outcomes.…”

Section: Assessment Of Competencementioning

confidence: 99%

Partnership, Service Needs and Assessing Competence in Post Qualifying Education and Training

Taylor

Mullineux

Fleming

2010

Social Work Education

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Education and training must extend beyond initial qualifying courses into post qualifying professional development throughout a social worker's career if practice is to be most effective in meeting clients' needs. In the United Kingdom a Framework for Post Qualifying Education and Training was introduced from 1990. Revised frameworks have been put in place from autumn 2007 in each of the four home countries of the UK. This paper reflects on lessons learned in implementing these post qualifying frameworks in Northern Ireland. Within the overarching theme of relevance to practice, issues are drawn out under three main themes: (1) partnership working between employers and universities including the importance of leadership from policy makers and senior managers; (2) assessing competence including providing an Independent Assessment Route to increase access and to benchmark professional standards; and (3) meeting service needs including specifying learning outcomes to cover a range of practice contexts and accrediting employer-based programmes. Meeting service needs more closely is identified as a key issue driving the new Northern Ireland Post Qualifying Framework introduced in 2007.

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“…These include social expectations of trust; disciplinary expectations and understandings; and expectations regarding a successful outcome (Bossio, Loch, Schier, & Mazzolini, 2014). Here, we conceptualise and critically reflect on the process of collaboration, placing theory into the social context of the research to better inform such research practice (Saltiel, 2003). This follows Bossio et al (2014) who suggest that such a self-reflective approach is necessary to facilitate successful inter-disciplinary research collaboration.…”

Section: Introductionmentioning

confidence: 99%

Opportunities for intra-university collaborations in the new research environment

Steel

Thompson

Wright

2018

Higher Education Research & Development

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New opportunities for research collaborations within universities are explored through reflection on a recent collaboration between an academic researcher, the library and the eResearch Centre at a regional Australian university. Such opportunities arise from significant changes to the research landscape, including increased emphasis on open access publication of research outputs and the growth of eResearch capabilities. The latter has resulted in increases in data size and complexity and provides opportunities for collaboration across research institutions. This article reflects on the dynamics and assesses the outcomes of a collaboration formed during an externally funded open research data project. This project and a precursor project are briefly described, together with the specific contribution of each collaborator. Collaboration dynamics and the reasons for project success are assessed, as are implications for future research practice. Outcomes from eResearch collaborations may provide broader benefits to universities, as well as rewards to academic researchers.

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Teaching reflective research and practice on a Post Qualifying Child Care Programme

Cited by 9 publications

References 7 publications

Beyond Qualification: Experiences of Black Social Workers on a Post‐Qualifying Course

Beyond Qualification: Experiences of Black Social Workers on a Post‐Qualifying Course

Partnership, Service Needs and Assessing Competence in Post Qualifying Education and Training

Opportunities for intra-university collaborations in the new research environment

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