Journal articles: 'Social work teaching and learning'

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Clapton, Gary. "Learning and Teaching in Social Work Practice." Social Work Education 28, no. 5 (August 2009): 575–76. http://dx.doi.org/10.1080/02615470802020923.

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Thurber, Amie, Helen Buckingham, Jordenn Martens, Rebecca Lusk, Darrylann Becker, and Stacey Spenser. "Teaching and Learning Social Change." Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning 8, no. 2 (November 26, 2022): 82–99. http://dx.doi.org/10.15402/esj.v8i2.70743.

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How can social work courses prepare students to be scholars of social movements, and also to act in solidarity with movements for social justice? How can graduate programs reimagine the professional socialization of social work students from aspiring for expertise toward a stance of life-long learning? How can instructors more deeply leverage our teaching practice to advance justice in our communities? This paper traces one attempt to answer these questions through a three-quarter graduate social work course designed to deepen students’ skills and knowledge in practices for social transformation, while amplifying existing social justice movements. Drawing on reflections from the instructor and five students, course artifacts, and insights from other students and community partners, this case study offers a model of community-engaged teaching that centers solidarity, reciprocity, and justice.

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NASUTI, JOHN P., REGINALD O. YORK, and H. CARL HENLEY. "TEACHING SOCIAL WORK RESEARCH: DOES ANDRAGOGY WORK BEST?" Journal of Baccalaureate Social Work 9, no. 1 (September 1, 2003): 149–75. http://dx.doi.org/10.18084/1084-7219.9.1.149.

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While the traditional approach to education views the student as a passive receptacle of knowledge, the model of adult learning known as andragogy views the learner as an active learner in the process. In this article, educational outcomes and student satisfaction were reported for three sections of an introductory research course at the undergraduate level. Two of these sections employed a text that was organized according to the principles of andragogy while the other section used a traditional text. Modest support for the model of adult learning (andragogy) was revealed in the qualitative data analyzed because more students evaluated this model as positive than as negative. The quantitative analysis of data failed to provide support for this model because there was not a statistically significant difference between the three sections on knowledge, satisfaction, or change in psychosocial variables such as willingness to participate in research activities.

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Aviles, Christopher B. "Implementing Mastery Learning in the Social Work Classroom." Journal of Baccalaureate Social Work 6, no. 1 (September 1, 2000): 123–40. http://dx.doi.org/10.18084/1084-7219.6.1.123.

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This article describes how the essential elements of the teaching method called mastery learning can be structured in the social work classroom. Mastery learning is a behavioral teaching method successfully used in social work education. Research studies on teaching rarely describe teaching methods in enough detail for instructors to discern how the teaching methods were implemented or how they may have been implemented differently. This can give social work educators a limited picture of what a teaching method could look like in their classrooms. The essential elements of mastery learning can be implemented in whole or part and can be structured in either simple or complex ways. Ways in which social work educators can implement mastery learning to better fit their classrooms are presented in this article.

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LAM, CHING MAN, and ZIXIN PAN. "BLENDED LEARNING IN SOCIAL WORK PRACTICE COURSES: A REFLECTIVE LEARNING MODEL." Hong Kong Journal of Social Work 55, no. 01n02 (January 2021): 53–68. http://dx.doi.org/10.1142/s0219246221000061.

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The rapid development of information technology and the recent global pandemic have accelerated the use of online courses in spheres of higher education. However, the use of technology in social work education remains controversial, particularly regarding practice-related courses. This paper reports experiences of using the reflective-based blended approach in courses for teaching social work practice. Positive evaluation and feedback were obtained from students that indicates the success of blended teaching. Based on the practice experience, the paper discusses success factors and difficulties in blended teaching and strategies for blended course design.

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Drolet, Julie, Haorui Wu, Matthew Taylor, and Allyson Dennehy. "Social Work and Sustainable Social Development: Teaching and Learning Strategies for ‘Green Social Work’ Curriculum." Social Work Education 34, no. 5 (July 4, 2015): 528–43. http://dx.doi.org/10.1080/02615479.2015.1065808.

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Oliphant, Sarah Moore, Dennis J. Ritchie, and Francis Origanti. "Teaching Social Work in a Global Context: Models of International Social Work Learning Experiences." Journal of Teaching in Social Work 39, no. 1 (January 2019): 23–41. http://dx.doi.org/10.1080/08841233.2018.1548407.

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Cooper, Lesley. "Backing Australia's Future: Teaching and Learning in Social Work." Australian Social Work 60, no. 1 (March 2007): 94–106. http://dx.doi.org/10.1080/03124070601166745.

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Hanson, Meredith, Michael Phillips, Robert Chazin, and Irina Grishayeva. "Cross‐National Teaching and Learning: Implications for Social Work." Social Work Education 24, no. 2 (March 2005): 157–68. http://dx.doi.org/10.1080/0261547052000333108.

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Rambaree, Komalsingh, and Lis-Bodil Karlsson. "Teaching and Learning of Social Work through Autobiographic Literatures." International Journal of Learning: Annual Review 18, no. 4 (2012): 17–28. http://dx.doi.org/10.18848/1447-9494/cgp/v18i04/47580.

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Clare, Brenda. "Learning and Teaching in the Practice of Social Work." Practice 22, no. 3 (June 2010): 193–94. http://dx.doi.org/10.1080/09503151003783960.

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Eaton-Stull, Yvonne, Noelle Potts, Serena Pridgen, and Doris Farren. "Teaching Forensic Social Work: Innovative Education through Service-Learning." Journal of Forensic Social Work 7, no. 1 (March 3, 2023): 62–71. http://dx.doi.org/10.15763/issn.1936-9298.2023.7.1.62-71.

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The high impact, experiential education of service-learning was utilized in a Forensic Social Work class to enhance students’ social work skills. Students and faculty, along with another community partner provided animal-assisted grief support groups to individuals who were incarcerated. Two support groups were provided to individuals who suffered a recent or unresolved loss, one with women and one with men. Social work skills of empathy, professional boundaries, social justice, group facilitation, and applying theory to practice were greatly enhanced through this service-learning, high impact practice. The added value of therapy dogs in enhancing the therapeutic process was also noted.

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Dill, Katharine, Wes Shera, and Jeanine Webber. "Many Hands Make Light Work: Team Teaching in Social Work Education." Journal of Baccalaureate Social Work 22, no. 1 (January 1, 2017): 207–16. http://dx.doi.org/10.18084/1084-7219.22.1.207.

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Teaching is often a solitary endeavor, but teaching with others can enrich the educational experiences of faculty and social work students alike. This teaching note is a call to action for all social work educators to focus on the underlying tenets of the team-teaching environment as a mechanism for enriching the social work educational environment. Role modeling and educating students about team collaboration is an essential component of readiness for practice. This teaching note provides real world strategies for creating and enhancing the team-teaching environment in social work learning spaces that include the classroom and field placement.

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Banks Pidduck, Anne. "18. Electronic Social Networks, Teaching, and Learning." Collected Essays on Learning and Teaching 3 (June 13, 2011): 106. http://dx.doi.org/10.22329/celt.v3i0.3248.

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This paper explores the relationship between electronic social networks, teaching, and learning. Previous studies have shown a strong positive correlation between student engagement and learning. By extending this work to engage instructors and add an electronic component, our study shows possible teaching improvement as well. In particular, enthusiastic teachers and learners have a more positive attitude toward their work and studies.

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Rojas, Carolina. "Simulations as a teaching strategy in Social Work training." Ehquidad Revista Internacional de Políticas de Bienestar y Trabajo Social, no. 15 (January 10, 2021): 253–86. http://dx.doi.org/10.15257/ehquidad.2021.0011.

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This paper is about the simulations' systematization and evaluation, implemented over 13 years, as part of the training of Social Work students at the University of Costa Rica. As a product of the systematization, the simulations' theoretical foundation is detailed, integrated by student-centered approach, situated learning, and cultural-historical theory. Besides, the didactic process had two moments: first, the strategy preparation and implementation, and second the debriefing with all the participants. The evaluation was implemented in 2017, 2018, and 2019. A questionnaire was developed and completed by 60 students in these three years. The students consider the simulations as a more dynamic approximation to the knowledge provided by the course, through the practical approach to situations they will face in their professional practice. The students acquired several learnings with this training, on a theoretical, methodological, and technical level, as well as the development of skills for the attention of crises.

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Ramon, Shulamit. "The Learning, Teaching and Assessment of Partnership Work in Social Work Education." Journal of Interprofessional Care 22, no. 1 (January 2008): 125–26. http://dx.doi.org/10.1080/13561820701802980.

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Buck, Janine. "Social work placements." Journal of Practice Teaching and Learning 7, no. 1 (December 20, 2012): 6–12. http://dx.doi.org/10.1921/jpts.v7i1.340.

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This article is a reflective account of my student experiences of practice teaching whilst on placements during the Social Work Degree. I consider what and how my Practice Teachers and on-site supervisors have been able to teach me about Social Work and Social Work skills and what I have learnt about myself as a person and future practitioner. I look at what, I believe makes a good Practice teacher and how different styles of teaching have enhanced my learning. I reflect on the benefits, under the new degree, of increased days on placement and how this has helped me in applying theory, methods and models which are not always easy in the classroom.At the time of completing this article I am three quarters of the way through my last placement of 100 days. I am undertaking my Social Work degree at the University of Northampton, which has a full time degree course of three years and a part time route taking four years. I am due to graduate with a B.A Honours degree in Social Work in July 2007.

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Banach, Mary, Alison Rataj, and Anthony Volis. "Exploring Vicarious Learning: A Study of Undergraduate Social Work Teaching Assistants." Journal of Baccalaureate Social Work 21, no. 1 (January 1, 2016): 33–49. http://dx.doi.org/10.18084/1084-7219.21.1.33.

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Teaching has often been cited as a mechanism to deepen and enhance knowledge acquisition. Teaching assistants, being simultaneously students and teachers, are in a unique position to facilitate their own learning. To date, there is a lack of research related to the vicarious learning process that results from teaching social work theory and clinical practices. This article presents the results of an exploratory study describing the reactions and perceived practice skill attainment of advanced undergraduate and graduate social work students who functioned as teaching assistants. Data were collected through surveys administered to the teaching assistants and include quantitative and qualitative results. Findings indicate that respondents valued the teaching experience because it enhanced clinical social work skill development and reinforced previously acquired knowledge related to the practice of social work. Implications for social work teaching are explored for social work undergraduate and graduate programs.

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Carter, Margaret Anne, and Carmel Ellis. "Work ‘with’ me: Learning Prosocial Behaviours." Australasian Journal of Early Childhood 41, no. 4 (December 2016): 106–14. http://dx.doi.org/10.1177/183693911604100413.

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THIS ARTICLE REPORTS RESEARCH findings from a descriptive study, identifying the perceptions of 33 staff in one early childhood Montessori centre in south-east Queensland, Australia. The authors report on the instructional practices associated with young children learning prosocial behaviours in this centre. Social understanding and skill acquisition communicated with authoritative practices were ranked favourably, compared with punitive practices of ordering and bribing children to behave. Engaging in respectful limit setting involving teaching children baseline social rules was preferred over telling, blaming and punishing children to behave. Our findings provide preliminary support for the importance of educators purposefully teaching young children the minimal level prosocial behaviours expected within early childhood education contexts.

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BACTER, Claudian, Cristiana MARC, Sorana SĂVEANU, and Raluca BUHAȘ. "TEACHING AND LEARNING SOCIAL WORK DURING THE COVID-19 PANDEMIC." Bulletin of the Transilvania University of Braşov Series VII Social Sciences • Law 14(63), no. 2 (January 20, 2021): 353–62. http://dx.doi.org/10.31926/but.ssl.2021.14.63.2.18.

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The online educational process has effects on all actors involved. The paper investigates the changes that emerged during COVID-19 pandemic in terms of teaching activities in the case of Social Work study program at the University of Oradea. We present students' opinion regarding the way courses, seminars and laboratories were conducted in general, educational materials used in class and, problems that occurred during online meetings. Another component of this study refers to the way the practical activities were carried out. The research results show that students have adapted to the online context and, to a larger extent, the teaching-learning activity could be carried out in order to achieve the educational objectives of Social Work study program.

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Houston, Jane. "Modern Social Work Practice - Teaching and Learning in Practice Settings." Learning in Health and Social Care 5, no. 1 (March 2006): 47. http://dx.doi.org/10.1111/j.1473-6861.2006.00111.x.

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Masocha, Shepard. "Reframing Black Social Work Students' Experiences of Teaching and Learning." Social Work Education 34, no. 6 (July 6, 2015): 636–49. http://dx.doi.org/10.1080/02615479.2015.1046429.

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Cartney, Pat. "Adult learning styles: Implications for practice teaching in social work." Social Work Education 19, no. 6 (December 2000): 609–26. http://dx.doi.org/10.1080/02615470020002335.

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Johns, Robert. "Application of Web-based learning in teaching social work law." Social Work Education 22, no. 5 (October 2003): 429–43. http://dx.doi.org/10.1080/0261547032000126399.

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Gruslyte, Monika. "SERVICE-LEARNING IN SOCIAL WORK EDUCATION TO DEVELOP SOCIAL WORK COMPETENCIES IN UNIVERSITY STUDENTS." Education. Innovation. Diversity. 1, no. 2 (May 26, 2021): 41–47. http://dx.doi.org/10.17770/eid2021.1.5427.

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The paper deals with service-learning as a teaching and learning approach in higher education being embedded in social work education seeking to achieve the synergy of the two reciprocally complementing and contributing phenomena. The aim of the theoretical investigation is to overview the concept of social work education as facilitated by service-learning to develop social work competencies in university students. The contribution of service-learning in delivering social work education curricula usually emphasises the development of core competencies and values in social work students, prospective professionals. The contemporary challenges, expectations and contextual demands are set for the social work profession both globally and locally. Therefore, the present research attempts to explore how the two concepts are bridged to meet for the development of social work competencies in university students and shares the insights on the implementation of this pedagogical approach in academic and broader community contexts.

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Cooper, Lesley. "Teaching letters." Journal of Practice Teaching and Learning 6, no. 2 (December 20, 2012): 61–74. http://dx.doi.org/10.1921/jpts.v6i2.328.

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This article presents a hypothetical series of letters from an anonymous social work student at Flinders University describing their learning. The student is writing to Charles–Louis de Sécondat, Baron de la Br ède et de Montesquieu, in keeping with the Baron’s famous, anonymously published Lettres persanes (Persian Letters). The student’s letters highlight the progress of education in general and social work education in particular from the 18th Century to the present time. They illustrate the author’s approach to teaching and learning, and some of her strategies for effectively teaching social planning and social work ethics.Montesquieu wrote his Lettres persanes in 1721 as a vehicle for commenting on life and culture in contemporary France. This paper presents a series of hypothetical letters to Montesquieu from a social work student at Flinders University describing her learning. These letters were presented at the Australian Universities Teaching Committee National Teaching Forum in 2002 to convey the educator’s approach to teaching. While the letters conclude with a peroration in which the educator outlines the conceptual framework underlying her teaching, the article concludes with a reply from ‘Montesquieu’ on the letters and the student’s response.

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Bentley, Kia J., Mary C. Secret, and Cory R. Cummings. "The Centrality of Social Presence in Online Teaching and Learning in Social Work." Journal of Social Work Education 51, no. 3 (July 3, 2015): 494–504. http://dx.doi.org/10.1080/10437797.2015.1043199.

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Banach, Mary, Alison Rataj, Michael Ralph, and Lucia Allosso. "Learning Social Work through Role Play: Developing More Confident and Capable Social Workers." Journal of Practice Teaching and Learning 17, no. 1 (July 7, 2020): 42–60. http://dx.doi.org/10.1921/jpts.v17i2.1308.

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Role-plays are a staple teaching tool in social work classes that help students apply practice skills. Various uses of role-plays have been discussed in social work literature. Intensive simulated role-plays in which students practice skills over a series of weeks alternately acting as a social worker and a client, offers an opportunity to practice skills in greater depth. This small-scale research study examines undergraduate students’ perceived improvement of their interviewing skills through participation in an intensive simulation. Qualitative data were collected through surveys administered over three years. Results suggest that students learned by observing, receiving immediate feedback, and acting as a social worker. Findings also indicate that students valued the experience and felt it prepared them for practice with clients. Implications for teaching and undergraduate social work programs are discussed.

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Sitter, Kathleen C., Gail Wideman, Jessica Furey, Kandice Gosine, and Chelsea Skanes. "Social Work, Gerontology, and the Arts: A Creative Approach to Teaching Undergraduate Social Work Students." LEARNing Landscapes 10, no. 1 (October 1, 2016): 271–87. http://dx.doi.org/10.36510/learnland.v10i1.733.

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In this article, we explore how social work students cultivated a deeper understanding and community connection with older adults through personal engagement with artistic practices. We begin with an exploration of gerontological social work, noting the trends and challenges in this specialization. Guided by extended epistemology as a conceptual framework, we consider the role of the arts within critical pedagogy and describe an undergraduate course taken concurrently during student eld-placements. As part of the curriculum, students designed artifacts about their experience working with older adults, which supported critical re ection and student-led learning. As an exemplar of a creative teaching model, further considerations for implementation are also discussed.

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Dillon, Jean, and Diana J. Pritchard. "Relational Learning and Teaching with BME Students in Social Work Education." Social Policy and Society 21, no. 1 (October 7, 2021): 93–105. http://dx.doi.org/10.1017/s1474746421000671.

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Given the imperative to redress the education inequalities between Black, Asian and Minority Ethnic (BAME) and White students, this contribution explores advances and challenges from within Social Work education (SWE) in relation to the experiences of Black social work students. Drawing on critical race theories and the concept of racial battle fatigue, it explores the impacts of race and racism on students’ academic experience and wellbeing. It proposes the significance of relational wellbeing which has been a constant strand within Social Work education and comprises a valuable approach to the decolonisation process within higher education (HE). Linking this to critical pedagogy, it highlights the role of staff to build safety, confidence and trust to support students to overcome prior education experiences of under-attainment, disadvantage and social marginalisation. Despite the pervasiveness of managerialism within HE, which compromises the teacher-student relationship and emphasises measured changes in student ‘outcomes’, Social Work educators are invited to nurture safe and transformational learning environments.

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Seethaler. "Feminist Service Learning: Teaching about Oppression to Work toward Social Change." Feminist Teacher 25, no. 1 (2014): 39. http://dx.doi.org/10.5406/femteacher.25.1.0039.

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de Anda, Diane. "Teaching Social Work with Multicultural Populations: A Holistic Approach to Learning." Journal of Teaching in Social Work 28, no. 3-4 (July 2008): 431–49. http://dx.doi.org/10.1080/08841230802160241.

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Levin, Shelley, Doni Whitsett, and Gary Wood. "Teaching MSW Social Work Practice in a Blended Online Learning Environment." Journal of Teaching in Social Work 33, no. 4-5 (November 2013): 408–20. http://dx.doi.org/10.1080/08841233.2013.829168.

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Hendricks, Carmen Ortiz. "Learning and Teaching Cultural Competence in the Practice of Social Work." Journal of Teaching in Social Work 23, no. 1-2 (February 2003): 73–86. http://dx.doi.org/10.1300/j067v23n01_06.

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Bay, Uschi, and Selma Macfarlane. "Teaching Critical Reflection: A Tool for Transformative Learning in Social Work?" Social Work Education 30, no. 7 (October 2011): 745–58. http://dx.doi.org/10.1080/02615479.2010.516429.

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Tsang, Nai Ming. "Dialectics—The Arts of Teaching and Learning in Social Work Education." Social Work Education 25, no. 3 (April 2006): 265–78. http://dx.doi.org/10.1080/02615470600565194.

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Warkentin, Buetta. "Teaching Social Work with Groups: Integrating Didactic, Experiential and Reflective Learning." Social Work with Groups 40, no. 3 (July 19, 2016): 233–43. http://dx.doi.org/10.1080/01609513.2015.1124034.

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Grise-Owens, Erlene, Larry W. Owens, and J. Jay Miller. "Conceptualizing the Scholarship of Teaching and Learning for Social Work Education." Journal of Social Work Education 52, no. 1 (January 2, 2016): 6–17. http://dx.doi.org/10.1080/10437797.2016.1112628.

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Mondros, Jacqueline B., Timothy B. Kelly, and Jeremy Glazer. "Introduction to Social Work: Teaching in Two Arenas at Once." Journal of Baccalaureate Social Work 10, no. 1 (September 1, 2004): 75–94. http://dx.doi.org/10.18084/1084-7219.10.1.75.

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Despite the absence of a CSWE mandate, most BSW programs have chosen to offer and require an introduction to social work course. A decade ago, Popple (1991) described a lack of uniformity in these introductory courses that continues today. The introductory course serves a variety of functions, has a variety of goals, and must attend to a variety of audiences early in students' college programs. The purpose of this article is to define the teaching/learning agenda for the introductory course; suggest core content and identify the teaching/learning techniques that can be used to achieve desired results; and describe the outcomes of a course using this approach.

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Nurfaidah, Sitti. "Vygotsky’s Legacy on Teaching and Learning Writing as Social Process." Langkawi: Journal of The Association for Arabic and English 4, no. 2 (December 24, 2018): 149. http://dx.doi.org/10.31332/lkw.v4i2.1038.

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Vygotsky has imprinted many influences on learning and teaching learning development. Although his main works focus on psychological aspects of children’s learning, it is very useful both for the teachers and researchers in understanding and exploring the best they can do for the development of the children’s learning. One of Vygotsky’s legacy can be traced in the process of teaching and learning writing in which this skill is regarded as social process. Scholars believe that his idea on sociohistorical perspective becomes the foundation in giving scaffolding in teaching writing, collaborative work activity in writing lesson, as well as teacher reflection on his teaching and learning activities in the classroom, as much as the teaching and learning writing as social process. This article, therefore, represents review on how Vygotsky’s influences on language learning and teaching development, particularly in writing which is considered as social process.

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Virginanti, Maulidya, Yuli Rahmawati, and Fera Kurniadewi. "Social Emotional Learning in Chemistry Learning : Group Investigation dan Contextual Learning Integration to Develop Student’s Social Emotional Competencies." JKPK (Jurnal Kimia dan Pendidikan Kimia) 4, no. 1 (April 30, 2019): 7. http://dx.doi.org/10.20961/jkpk.v4i1.13142.

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<p>This article presents the results from integrating Social Emotional Learning (SEL) through cooperative learning and contextual approach in chemistry learning. This study was conducted on 10th-grade students in the academic year of 2016/2017. Collaborative learning, as well as the use of real-life scenario, are some of the teaching practices for facilitating Social Emotional Learning (SEL) and promotes students' social-emotional competenciesthat aligned with affective competencies in Indonesia’s 2013 curricula. The proposed teaching practices also answer the challenges faced by the implementation of the 2013 curricula, finding proper teaching practices to integrate to develop student’s character through learning activity. The empirical work of the study is based on a qualitative approach. Six Group Investigation’s stage integrated with the use of real-life scenario was analyzed through various method such as observations, interviews, reflective journals, and student’s worksheets answer. The results found that students showed positive attitudes and perspective’s change towards chemistry learning, establish positive relationship with peers, cooperative skill, tolerance, and responsible decision making by considered himself, others, and community within the learning process.</p>

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Forgey, Mary Ann, and Anna Ortega-Williams. "Effectively Teaching Social Work Practice Online: Moving Beyond Can to How." Advances in Social Work 17, no. 1 (April 25, 2016): 59–77. http://dx.doi.org/10.18060/20877.

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Schools of social work are increasingly developing online courses and programs. While the majority of research comparing online and face–to-face courses has found equivalent outcomes, skepticism still exists, particularly about the ability to teach practice courses effectively online. This study adds to the growing body of research within social work that specifically examines the comparative effectiveness of online and face-to-face practice courses. Using an anonymous survey, 23 face-to-face and 12 online students enrolled in two separate sections of social work generalist practice rated the quality of the learning environment, the extent to which the course objectives were met, and the effectiveness of the teaching strategies from the students’ perspective. In addition, scores on assignment rubrics and student course evaluations were also compared. Results indicate no significant differences in learning outcomes as measured by assignment rubric scores, student perceptions of the extent to which learning objectives were met, the quality of the learning environment, and the effectiveness of five of the six teaching strategies used. We recommend that research moves beyond determining if online practice courses are as effective as face-to-face courses, and instead focus on a closer examination of the factors responsible for teaching effectiveness.

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Bartoli, Angie, Sue Kennedy, and Prospera Tedam. "Practice learning." Journal of Practice Teaching and Learning 8, no. 2 (December 20, 2012): 75–90. http://dx.doi.org/10.1921/jpts.v8i2.370.

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The nature of social work as a profession and the increasing demand for social workers to reflect the ethnic and cultural communities which they serve, means that social work programmes should seek to recruit and train students from many different backgrounds and ethnicities.This article will draw upon a wider evaluation, undertaken by three academics, all teaching on undergraduate and post qualifying modules on Social Work programmes. The broad aim of the evaluation was to develop an understanding of the Black African student perspective on their life experiences and its impact on their learning whilst studying social work. The particular focus will be on students’ experience of practice learning.

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Harden, Vickie, and V. Nikki Jones. "Applying the Principles of Brain-Based Learning in Social Work Education." Advances in Social Work 22, no. 1 (June 14, 2022): 145–62. http://dx.doi.org/10.18060/25142.

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This paper contributes to social work education by presenting brain-based learning as a theoretical framework to understand the impact of brain development and brain processes on learning and teaching. Historically, brain-based learning was adopted in elementary and secondary educational settings to assist educators in determining the pedagogical strategies most salient to supporting cognitive processes. However, in recent years, emphasis on brain-based learning has also emerged in higher education. It is more imperative than ever that faculty rely on evidence-based methods and models of teaching in the learning environment given the life stressors and trauma experienced by college students, including the coronavirus pandemic. Brain-based learning is a well-developed approach informed by theoretical constructs in neurology, psychology, biology, education, and medical science. Implementation of the key principles of brain-based learning are associated with improved academic performance, positively influenced motivation, and supported retention of knowledge. Brain-based learning is a model well-suited for implementation in social work education and supports the experiential practices embedded in social work pedagogy.

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Keesler, John M., David Wilkerson, Kurt White, and Stephanie Dickinson. "Assessing the Impact of COVID-19 on Social Work Students." Advances in Social Work 22, no. 3 (March 22, 2023): 1024–45. http://dx.doi.org/10.18060/26394.

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COVID-19 had a profound impact on teaching and learning at academic institutions across the globe. This study examined the experiences of social work students (n = 884) during the pandemic and their associated level of burnout. Using a mixed methods approach, data from an online survey within a school of social work at a large Midwestern university were examined using stepwise regression and thematic analysis. Student demographics, academic characteristics, and experiences with COVID-19 were examined as predictors of burnout. Resilience was tested as a moderator of the association between COVID-19 experiences and burnout. Regression models accounted for 34.3% to 45.5% of variance across three domains of burnout (i.e., exhaustion, cynicism, and professional/academic efficacy), with COVID-related experiences accounting for most of the variance. Although resilience had a significant main effect, the interactions of resilience and COVID-19 experiences were not significant. Quantitative results were illuminated by thematic analysis of the qualitative data from which emerged four major themes: online teaching pedagogy, impact of COVID-19, transition of teaching and learning, and affective domains of learning. Engaging in humanistic education is discussed as a possible approach to circumvent burnout, bolster student resilience, and encourage academic success.

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Braye, S., and M. Preston-Shoot. "On Systematic Reviews in Social Work: Observations from Teaching, Learning and Assessment of Law in Social Work Education." British Journal of Social Work 37, no. 2 (March 13, 2006): 313–34. http://dx.doi.org/10.1093/bjsw/bch327.

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Lawihin, Dunstan. "Culturally relevant pedagogy for social work learning in Papua New Guinea: Perspectives from the University of Papua New Guinea’s fieldwork programme." Aotearoa New Zealand Social Work 30, no. 4 (June 17, 2019): 40–55. http://dx.doi.org/10.11157/anzswj-vol30iss4id612.

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INTRODUCTION: Social work education was introduced in the early 1970s in Papua New Guinea (PNG) and is still developing. Subsequently, its teaching and learning approaches have developed and, significantly, applied with greater flexibility than a standardised format although contemporary western methods predominate. METHOD: The centrality of the PNG context for culturally relevant social work education and the paradigms of pedagogy in field education are discussed. PNG worldviews of teaching and learning have links to similar educational and practice perspectives from the Melanesian region, Pacific and other relevant non-western contexts.CONCLUSIONS: PNG’s ways of teaching and learning are yet to become formally integrated into contemporary social work education due to issues of credibility, relevance and quality assurance regarding professional social work values. The article argues for substantial integration and utilisation of traditional PNG-specific methods of teaching and learning in the delivery of social work education at the University of Papua New Guinea (UPNG) as important steps in developing the profession in the country. Indigenous local knowledge and practices of teaching and learning should become integrated into formal classroom pedagogical strategies in social work.

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Wilson, Lynne, and Karen Hillison. "Back to School for social work students." Journal of Practice Teaching and Learning 6, no. 2 (December 20, 2012): 43–60. http://dx.doi.org/10.1921/jpts.v6i2.325.

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Every Child Matters: Change for children (DfES, 2004) places effective inter-professional working at the top of the child care agenda. Developing new opportunities for practice learning in different professional settings, therefore, is high on the agenda for all those concerned with the teaching of social work. Learning within a different professional setting can bring many benefits, but also challenges. This article outlines a well-established project in Hull, where student social workers have been experiencing practice learning opportunities in mainstream schools for the past four years. The project has been evaluated using an action research model and as such reflects the subsequent development and consolidation as the project has expanded. We highlight both the benefits and the challenges for all those concerned with these placements, addressing some of the issues for students, practice teachers, and work-based supervisors in their roles in this new approach.

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Harder, Jeanette, Sarah Cox, Jenna Grotelueschen, Doreen Simpson, and Mandy Lozier. "Teaching and Learning Social Work Practice Skills through the Use of Triads." Journal of Baccalaureate Social Work 13, no. 1 (September 1, 2007): 13–38. http://dx.doi.org/10.18084/1084-7219.13.1.13.

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This article presents a structured way to teach and learn social work practice skills in an undergraduate or foundation practice class. Triads provide the opportunity for students to develop practice skills and confidence as they experience firsthand the role of a social work practitioner. Written from the perspectives of both the instructor and the student, this article examines how triads can be used to teach, apply, and reinforce skills in each of seven areas of the problem-solving model—engagement, assessment, planning/contracting, intervention, evaluation, closing, and follow-up—with additional opportunities to apply skills related to social work values and ethics, and diversity. The article discusses confidentiality and dual relationships as they relate to this teaching method and the risks and challenges of the use of this approach for both instructor and student.

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Clark, Fiona. "Practice placement in social work: innovative approaches for effective teaching and learning." Social Work Education 36, no. 2 (January 25, 2017): 226–27. http://dx.doi.org/10.1080/02615479.2017.1284187.

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Journal articles on the topic 'Social work teaching and learning'

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