An integrated and experience-based approach to social work education: The Newcastle model

Abstract

The paper describes a unique social work education model developed by a group of social work practitioners, all but one of whom were new to academia. The University of Newcastle, in New South Wales, pioneered problem-based learning (PBL) in Australia. The social work program adopted PBL and gave it a strengths focus, making experience and experiential learning central to its approach. Newcastle's model is based on the belief that learning to be good social workers is best achieved through learning by doing, working with students' experiences, integrating theory and practice, using a collaborative or small group approach, and locating these elements in a strong social justice context. The Bachelor of Social Work (BSW) degree is relatively new. Introduced in 1991, its first graduates entered the workforce in 1995. The Newcastle model provides a unique example of experience-based learning and an integrated approach to social work education.

Reflective Teaching in Social Work Education: Findings from a Participatory Action Research Study

“…Much like Gibbons and Gray (2002), we wanted to create intentional classroom communities in which collaboration and healthy intergroup dialogue could flourish. We also wanted to be able to build rapport and provide feedback to students in order to prepare them for field work.…”

“…Several scholars have explored the issues of pedagogy in social work education ranging from a focus on evidence-based practice (Howard et al, 2003) to feminist (Dore, 1994) and radical (De Maria, 1992) approaches. Gibbons and Gray's (2002) Newcastle model of social work education includes an integrated and experience-based approach to social work education that focuses on strengths, students' experiences, integration of theory and practice through experiential learning, and collaboration in the classroom, all within a strong context of social justice. We found this model to be highly comprehensive and inclusive of the feminist and reflective pedagogical views that we developed through our participatory action research project; however, our collective pedagogy also included a focus on professionalism, a strong relational component between faculty and students, and a focus on reflection.…”

Apprendre en présence et à distance. Une définition des dispositifs hybrides

“…Le concept assez répandu d'« integrated learning » apparaît dans des travaux sur l'interdisciplinarité, le socio-constructivisme, le transfert, l'articulation entre l'apprentissage à l'école et au travail ainsi que l'« experience-based learning » (Boud et Knights, 1996 ;Gibbons et Gray, 2002 ;Eisenman, Hill, Bailey et al, 2003 ;Venville, Rennie et Wallace, 2004). Il rassemble des démarches visant un apprentissage en profondeur (Entwistle, 2003).…”

“…Par exemple, dans l'apprentissage d'une langue, pour appréhender pleinement une expression particulière, il s'agira d'intégrer à la fois la règle « théorique » qui la définit ainsi que les acceptions spécifiques de la « pratique ». Gibbons et Gray (2002) proposent une définition qui semble regrouper les différentes acceptions de ce concept telles que nous avons pu les observer dans différentes recherches : « …integrated learning means integration of theory and practice, the individual and social, art and science, field and classroom » (p. 539). Ce concept se centre donc sur l'apprentissage, la construction des objets de connaissances et s'intéresse à la manière la plus efficace de les « intégrer » dans une situation de formation.…”

“…Il ne peut s'agir que d'une des dimensions d'un dispositif car il n'informe en rien sur l'apprenant lui-même et sa manière d'apprendre. On peut ainsi le voir côtoyer d'autres dimensions de dispositifs comme le « self-directed and lifelong learning » (Gibbons et Gray, 2002).…”