Literatura académica sobre el tema "Social work teaching and learning"
Crea una cita precisa en los estilos APA, MLA, Chicago, Harvard y otros
Consulte las listas temáticas de artículos, libros, tesis, actas de conferencias y otras fuentes académicas sobre el tema "Social work teaching and learning".
Junto a cada fuente en la lista de referencias hay un botón "Agregar a la bibliografía". Pulsa este botón, y generaremos automáticamente la referencia bibliográfica para la obra elegida en el estilo de cita que necesites: APA, MLA, Harvard, Vancouver, Chicago, etc.
También puede descargar el texto completo de la publicación académica en formato pdf y leer en línea su resumen siempre que esté disponible en los metadatos.
Artículos de revistas sobre el tema "Social work teaching and learning"
Clapton, Gary. "Learning and Teaching in Social Work Practice". Social Work Education 28, n.º 5 (agosto de 2009): 575–76. http://dx.doi.org/10.1080/02615470802020923.
Texto completoThurber, Amie, Helen Buckingham, Jordenn Martens, Rebecca Lusk, Darrylann Becker y Stacey Spenser. "Teaching and Learning Social Change". Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning 8, n.º 2 (26 de noviembre de 2022): 82–99. http://dx.doi.org/10.15402/esj.v8i2.70743.
Texto completoNASUTI, JOHN P., REGINALD O. YORK y H. CARL HENLEY. "TEACHING SOCIAL WORK RESEARCH: DOES ANDRAGOGY WORK BEST?" Journal of Baccalaureate Social Work 9, n.º 1 (1 de septiembre de 2003): 149–75. http://dx.doi.org/10.18084/1084-7219.9.1.149.
Texto completoAviles, Christopher B. "Implementing Mastery Learning in the Social Work Classroom". Journal of Baccalaureate Social Work 6, n.º 1 (1 de septiembre de 2000): 123–40. http://dx.doi.org/10.18084/1084-7219.6.1.123.
Texto completoLAM, CHING MAN y ZIXIN PAN. "BLENDED LEARNING IN SOCIAL WORK PRACTICE COURSES: A REFLECTIVE LEARNING MODEL". Hong Kong Journal of Social Work 55, n.º 01n02 (enero de 2021): 53–68. http://dx.doi.org/10.1142/s0219246221000061.
Texto completoDrolet, Julie, Haorui Wu, Matthew Taylor y Allyson Dennehy. "Social Work and Sustainable Social Development: Teaching and Learning Strategies for ‘Green Social Work’ Curriculum". Social Work Education 34, n.º 5 (4 de julio de 2015): 528–43. http://dx.doi.org/10.1080/02615479.2015.1065808.
Texto completoOliphant, Sarah Moore, Dennis J. Ritchie y Francis Origanti. "Teaching Social Work in a Global Context: Models of International Social Work Learning Experiences". Journal of Teaching in Social Work 39, n.º 1 (enero de 2019): 23–41. http://dx.doi.org/10.1080/08841233.2018.1548407.
Texto completoCooper, Lesley. "Backing Australia's Future: Teaching and Learning in Social Work". Australian Social Work 60, n.º 1 (marzo de 2007): 94–106. http://dx.doi.org/10.1080/03124070601166745.
Texto completoHanson, Meredith, Michael Phillips, Robert Chazin y Irina Grishayeva. "Cross‐National Teaching and Learning: Implications for Social Work". Social Work Education 24, n.º 2 (marzo de 2005): 157–68. http://dx.doi.org/10.1080/0261547052000333108.
Texto completoRambaree, Komalsingh y Lis-Bodil Karlsson. "Teaching and Learning of Social Work through Autobiographic Literatures". International Journal of Learning: Annual Review 18, n.º 4 (2012): 17–28. http://dx.doi.org/10.18848/1447-9494/cgp/v18i04/47580.
Texto completoTesis sobre el tema "Social work teaching and learning"
黃浪詞 y Long-chi Rinna Wong. "Evaluating constructivist teaching and learning of social work practice". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31243770.
Texto completoWong, Long-chi Rinna. "Evaluating constructivist teaching and learning of social work practice /". Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25617965.
Texto completoMayall, Helen. "Teaching and learning criticality : a case study of post-qualifying social work education". Thesis, Manchester Metropolitan University, 2016. http://e-space.mmu.ac.uk/617734/.
Texto completoDykes, Glynnis Zena. "An inquiry into the role of adverse childhood experiences in teaching and learning in social work". Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/96119.
Texto completoENGLISH ABSTRACT: The impetus for this study is contextualised within social work teaching and learning and arose from the emergence of adverse childhood experiences (ACEs) of social work students. The researcher had become increasingly interested in the ways in which these ACEs impacted on students in social work classrooms and felt compelled to enquire what the responses of teaching and learning in social work should be. The rationale for the study was further established by the dearth of research in this focal area. The research goal was to gain an understanding of the experiences of third-year students and the perspectives of social work teachers with regard to the role of adverse childhood experiences during teaching and learning activities and to recommend meaningful teaching practices. There were seven research objectives that focused on obtaining theoretical perspectives from the literature and on exploring and describing the adverse childhood experiences of students within the context of teaching and learning in social work. The research objectives generated the central research question: What are the learning experiences of third-year social work students at a South African university with regard to the role of their own adverse childhood experiences? A qualitative approach and case study design was deemed the most appropriate research philosophy and method to address the study’s objectives and central research question. The case study design was used to explore how individuals (third-year social work students at the University of the Western Cape) experienced a particular phenomenon (in this case adverse childhood experiences) in relation to teaching and learning within a social work context. To provide credence to the two purposes of this research, namely exploring and describing, two methods and two sources of data were utilised: (i) a reflective assignment in a specific social work third-year module from which 20 assignments were selected using purposive sampling; and (ii) individual interviews with ten student participants (derived from the sample of assignments) and two teaching staff participants. Three overarching topics emerged from the findings, namely the adverse childhood experiences of student participants; the after-effects of adverse childhood experiences in the context of teaching and learning in social work; and suggestions by participants for social work teaching and learning in the context of adverse childhood experiences. Each topic was delineated further into themes, sub-themes, and categories. The conclusions are that there was compelling evidence showing students to have endured formidable adverse childhood experiences; that students experienced overwhelming emotional reactions and responses during teaching and learning that exposed vicarious traumatisation; and that gaps present in current teaching and learning practices in social work render these practices insufficient to meet the learning needs of students. Three core recommendations relating to teaching and learning are offered: To develop the content of professional learning in the social work curriculum regarding the professional use of self, self-awareness and virtue ethics; to reconstruct and reaffirm the signature pedagogy regarding teaching and learning approaches and methods in social work; and to align fieldwork and placement learning with student profiles while also focusing on lecturer attentiveness and responsiveness.
AFRIKAANSE OPSOMMING: Die impetus vir hierdie studie is vervat in die onderrig en leer in maatskaplike werk van maatskaplike werk studente wat afbrekende kindertydse ervarings (AKE’s) deurgemaak het. Die navorser, wie se belangstelling al hoe meer geprikkel is deur die wyse waarop hierdie AKE’s studente in maatskaplike werk in die lesingsaal beïnvloed, is genoodsaak om inligting in te win oor wat die reaksie op onderrig en leer in maatskaplike werk behoort te wees. Die rasionaal vir die studie is verder deur die gebrek aan navorsing in hierdie fokusarea versterk. Die doel van die navorsings was om begrip vir die ervarings van derdejaarstudente en die perspektiewe van maatskaplikewerkdosente te ontwikkel oor die rol van AKE’s tydens onderrig- en leeraktiwiteite, en om betekenisvolle onderrigpraktyke aan te beveel. Die fokus van die sewe navorsingsdoelwitte was die inwin van teoretiese perspektiewe, asook die eksplorering en beskrywing van studente se AKE’s binne die konteks van die onderrig en leer van maatskaplike werk. Die navorsingsdoelwitte het die sentrale navorsingsvraag gegenereer: Hoe ervaar derdejaarstudente hul eie afbrekende kindertydse ervarings in maatskaplike werk aan ’n Suid-Afrikaanse universiteit? n Kwalitatiewe benadering en gevallestudiemetode is as geskikte metodes beskou om die studie se doelwitte en sentrale navorsingsvraag te ondersoek. Die gevallestudiemetode is gebruik om na te vors hoe individue (derdejaarstudente in maatskaplike werk aan die Universiteit van Wes-Kaapland) ’n spesifieke fenomeen (in hierdie geval AKE’s) ten opsigte van onderrig en leer binne die konteks van maatskaplike werk ervaar. Om geloofwaardigheid te verleen aan die twee doelwitte van hierdie navorsing, naamlik ’n verkennings ondersoek en beskrywing, is van twee metodes en twee databronne gebruik gemaak: (i) ’n Reflektiewe taak in ’n spesifieke derdejaarmodule in maatskaplike werk waaruit 20 take met behulp van ’n doelbewuste steekproef gekies is; en (ii) individuele onderhoude met tien deelnemende studente (gekies uit die steekproef van take), en twee deelnemende dosente. Drie oorkoepelende onderwerpe het uit die bevindinge na vore gekom, naamlik die AKE’s van studentedeelnemers; die nagevolge van afbrekende kindertydse ervarings binne die konteks van die onderrig en leer van maatskaplike werk; en voorstelle van deelnemers vir onderrig en leer van maatskaplike werk binne die konteks van AKE’s. Elke onderwerp word verder in temas, subtemas en kategorieë weergegee. Die gevolgtrekking is dat oortuigende bewyse bestaan wat toon dat studente ontsaglik AKE’s deurgemaak het; dat studente oorweldigende emosionele reaksies en response ervaar tydens onderrig en leer wat tot indirekte traumatisering lei; en dat daar tekortkominge is in die huidige onderrig- en leermetodes vir maatskaplike werk wat nie genoegsaam aandag gee aan die leerbehoeftes van studente nie. Daar is drie kernaanbevelings rakende onderrig en leer: Om die omvang van professionele leer ten opsigte van die professionele gebruik van die self, selfbewustheid en deugsaamheid in die maatskaplike werk-kurrikulum te ontwikkel; om maatskaplike werk se kenmerkende pedagogie oor onderrig- en leerbenaderings en metodes te rekonstrueer en te herbevestig; en om praktiese plasing en leer tydens plasing met die profiel van ’n student te belyn, terwyl die fokus ook op die oplettendheid en reaksie van die dosent moet wees.
Newmark, Ananda. "Student Engagement in Undergraduate Social Work Education Among “at-risk” Students". VCU Scholars Compass, 2016. http://scholarscompass.vcu.edu/etd/4450.
Texto completoGardiner, Derek William George. "Teaching and learning in social work practice placements : a study of process in professional education and training". Thesis, University College London (University of London), 1988. http://discovery.ucl.ac.uk/10019665/.
Texto completoFarrow, Soyna Hester y Donna Marie Monroe. "Social work students: The learning of professional values in a graduate program". CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1843.
Texto completoOvington, Gary Keith. "Teaching and learning in higher education : nurturing critical reflection for bridging theory/practice links : a case study in social work education". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1999. https://ro.ecu.edu.au/theses/497.
Texto completoWeir, Rosanna McCoy. "Using cooperative learning with literature to enhance social development in the primary grades". CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/760.
Texto completoSung-Chan, Po Lin Pauline. "A collaborative-action research into the teaching and learning of systemic family practice to school social work in Hong Kong". Thesis, University of Nottingham, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.367803.
Texto completoLibros sobre el tema "Social work teaching and learning"
Beverley, Audrey y Aidan Worsley. Learning and Teaching in Social Work Practice. London: Macmillan Education UK, 2007. http://dx.doi.org/10.1007/978-1-137-06568-1.
Texto completo1954-, Burgess Hilary y Taylor Imogen, eds. Effective learning and teaching in social policy and social work. New York: RoutledgeFalmer, 2004.
Buscar texto completoDoreen, Elliott, ed. Teaching and learning for practice. Aldershot, Hants, England: Gower, 1985.
Buscar texto completo1944-, Haulotte Shirley M., Kretzschmar Jane A. 1956- y Garcia Eunice, eds. Case scenarios for teaching and learning social work practice. Alexandria, Va: Council on Social Work Education, 2001.
Buscar texto completoShardlow, Steven. Practice learning and teaching. Houndmills, Basingstoke, Hampshire: Macmillan, 1996.
Buscar texto completoLearning and teaching in the practice of social work. Silver Spring, Md: National Association of Social Workers, 1985.
Buscar texto completoSocial Care Institute for Excellence (Great Britain), ed. Teaching and learning communication skills in social work education. London: SCIE, 2004.
Buscar texto completoSocial Care Institute for Excellence (Great Britain), ed. Teaching and learning communication skills in social work education. London: SCIE, 2004.
Buscar texto completoTaylor, Imogen. The learning, teaching and assessment of partnership work in social work education. London: Social Care Institute for Excellence, 2006.
Buscar texto completoArnold, Maik, ed. Handbook of Applied Teaching and Learning in Social Work Management Education. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-18038-5.
Texto completoCapítulos de libros sobre el tema "Social work teaching and learning"
Taylor, Amanda M. L. "Fiction, Book Groups and Social Work Education". En Creative Education, Teaching and Learning, 167–77. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137402141_17.
Texto completoBeverley, Audrey y Aidan Worsley. "Learning Partnerships". En Learning and Teaching in Social Work Practice, 19–39. London: Macmillan Education UK, 2007. http://dx.doi.org/10.1007/978-1-137-06568-1_3.
Texto completoBeverley, Audrey y Aidan Worsley. "Adult Learning". En Learning and Teaching in Social Work Practice, 40–61. London: Macmillan Education UK, 2007. http://dx.doi.org/10.1007/978-1-137-06568-1_4.
Texto completoSadzaglishvili, Shorena. "Teaching Social Work Management Through Service Learning". En Handbook of Applied Teaching and Learning in Social Work Management Education, 219–42. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-18038-5_12.
Texto completoTaylor, Amanda M. L. "Book Groups and Fiction: A ‘Novel’ Approach to Teaching and Learning". En Transformative Learning for Social Work, 168–80. London: Macmillan Education UK, 2017. http://dx.doi.org/10.1057/978-1-137-54236-6_12.
Texto completoBeverley, Audrey y Aidan Worsley. "Setting the Context for Learning". En Learning and Teaching in Social Work Practice, 5–18. London: Macmillan Education UK, 2007. http://dx.doi.org/10.1007/978-1-137-06568-1_2.
Texto completoBeverley, Audrey y Aidan Worsley. "Creating and Using Learning Opportunities". En Learning and Teaching in Social Work Practice, 62–82. London: Macmillan Education UK, 2007. http://dx.doi.org/10.1007/978-1-137-06568-1_5.
Texto completoBeverley, Audrey y Aidan Worsley. "Learning in a Multidisciplinary Setting". En Learning and Teaching in Social Work Practice, 147–67. London: Macmillan Education UK, 2007. http://dx.doi.org/10.1007/978-1-137-06568-1_9.
Texto completode Oliveira, Maria Cláudia Santos Lopes y Tatiana Yokoy. "Psychology and Social Work Through Critical Lens". En International Handbook of Psychology Learning and Teaching, 1011–39. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-28745-0_49.
Texto completode Oliveira, Maria Cláudia Santos Lopes y Tatiana Yokoy. "Psychology and Social Work Through Critical Lens". En International Handbook of Psychology Learning and Teaching, 1–30. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-26248-8_49-1.
Texto completoActas de conferencias sobre el tema "Social work teaching and learning"
Fang, Jingchao. "Supporting Online Learning and Teaching with Social Annotations". En GROUP '23: The 2023 ACM International Conference on Supporting Group Work. New York, NY, USA: ACM, 2023. http://dx.doi.org/10.1145/3565967.3571751.
Texto completoVillagrán, Ignacio. "Exploring the Effects of Applying Learning Analytics for Teaching Procedural Skills in Health Sciences Education". En CSCW '21: Computer Supported Cooperative Work and Social Computing. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3462204.3481799.
Texto completoWang, Hongxia y Dongdong Tang. "Research on College English Teaching Reform under the Mode of Work-integrated Learning". En International Conference on Education Innovation and Social Science (ICEISS 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/iceiss-17.2017.79.
Texto completoAtkins, Prue y Katie Sykes. "Embedding wholistic learning: Designing curated eLearning processes for social work students". En ASCILITE 2021: Back to the Future – ASCILITE ‘21. University of New England, Armidale, 2021. http://dx.doi.org/10.14742/ascilite2021.0107.
Texto completoSepulveda, Paula. "Computer supported collaborative learning in teaching social intervention in gender violence to the students of Social Work". En 2018 International Symposium on Computers in Education (SIIE). IEEE, 2018. http://dx.doi.org/10.1109/siie.2018.8586742.
Texto completode Munnik, Marloes y Osama Al-Mahdi. "DIGITALLY CHANGING TEACHING PRACTICE ENVIRONMENTS: AN EXPLORATION OF CONCEPTS AND IMPLICATIONS". En International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end050.
Texto completoZhang, Mingshao, Pengji Duan, Zhou Zhang y Sven Esche. "Development of Telepresence Teaching Robots With Social Capabilities". En ASME 2018 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/imece2018-86686.
Texto completoO'Sullivan, Grażyna, Louise Moody, Janet Saunders Andreja Čurin y Marjan Leber. "ERGO WORK - Creating the Best Places to Work". En Applied Human Factors and Ergonomics Conference (2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001236.
Texto completoRose, Judy y Samantha Low-Choy. "Modern Pedagogical Approaches to Teaching Mixed Methods to Social Science Researchers". En Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9509.
Texto completoMilojevic, Hristina, Yan Jin, Ananya Patel, Perri Chastain-Howley y Noah K. Brown. "An Adapted Ethnographic Approach to Social Cognition and Cognitive Apprenticeship in Design Learning Experience". En ASME 2020 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/detc2020-22405.
Texto completoInformes sobre el tema "Social work teaching and learning"
Pererva, Victoria V., Olena O. Lavrentieva, Olena I. Lakomova, Olena S. Zavalniuk y Stanislav T. Tolmachev. The technique of the use of Virtual Learning Environment in the process of organizing the future teachers' terminological work by specialty. [б. в.], julio de 2020. http://dx.doi.org/10.31812/123456789/3868.
Texto completoMorkun, Volodymyr S., Сергій Олексійович Семеріков y Svitlana M. Hryshchenko. Use of the system Moodle in the formation of ecological competence of future engineers with the use of geoinformation technologies. Видавництво “CSITA”, 2016. http://dx.doi.org/10.31812/0564/718.
Texto completoLavrentieva, Olena O., Lina M. Rybalko, Oleh O. Tsys y Aleksandr D. Uchitel. Theoretical and methodical aspects of the organization of students’ independent study activities together with the use of ICT and tools. [б. в.], septiembre de 2019. http://dx.doi.org/10.31812/123456789/3244.
Texto completoKorobeinikova, Tetiana I., Nataliia P. Volkova, Svitlana P. Kozhushko, Daryna O. Holub, Nataliia V. Zinukova, Tetyana L. Kozhushkina y Sergei B. Vakarchuk. Google cloud services as a way to enhance learning and teaching at university. [б. в.], julio de 2020. http://dx.doi.org/10.31812/123456789/3854.
Texto completoVoegele, Janelle. Understanding the Role of Social, Teaching and Cognitive Presence in Hybrid Courses: Student Perspectives on Learning and Pedagogical Implications. Portland State University Library, enero de 2000. http://dx.doi.org/10.15760/etd.760.
Texto completoYorke, Lynda, Simon Tate y Martin Davis. New to teaching geography. Royal Geographical Society (with IBG), diciembre de 2021. http://dx.doi.org/10.55203/gvkz5128.
Texto completoMansfield, Janet. Report on faculty and student evaluation of instructors in direct service teaching at Portland State University Graduate School of Social Work. Portland State University Library, enero de 2000. http://dx.doi.org/10.15760/etd.1705.
Texto completoTaela, Kátia, Taela, Kátia, Euclides Gonçalves, Catija Maivasse y Anésio Manhiça. Shaping Social Change with Music in Maputo, Mozambique. Institute of Development Studies (IDS), febrero de 2021. http://dx.doi.org/10.19088/ids.2021.020.
Texto completoEscobar Hernández, José Carlos. Working paper PUEAA No. 15. Teaching Spanish to Japanese students: The students’ profile, their needs and their learning style. Universidad Nacional Autónoma de México, Programa Universitario de Estudios sobre Asia y África, 2022. http://dx.doi.org/10.22201/pueaa.013r.2022.
Texto completoNELYUBINA, E. G. y L. V. PANFILOVA. METHODOLOGICAL ASPECTS OF IMPLEMENTATION OF TECHNOLOGY “INVERTED LEARNING” IN CHEMISTRY LESSONS. Science and Innovation Center Publishing House, abril de 2022. http://dx.doi.org/10.12731/2658-4034-2022-13-1-2-45-62.
Texto completo