An International Perspective of Field Instruction

A Multi‐Program Collaboration in Field Education

“…Social work scholars writing in the area of field education and practice curricula have generally noted a lack of available and qualified field instructors/ practice teachers (e.g. Cooper & Crisp, 1998;Raskin & Skolnik, 1991;Skolnik et al, 1999). Specifically, Raskin & Skolnik (1991) noted that within the 51 programs throughout six regions of the world that responded to a survey, three primary problems were identified: availability of qualified field instructors (56%); availability of appropriate practicum sites (31%); and quality of the agency experience (18%).…”

“…Cooper & Crisp, 1998;Raskin & Skolnik, 1991;Skolnik et al, 1999). Specifically, Raskin & Skolnik (1991) noted that within the 51 programs throughout six regions of the world that responded to a survey, three primary problems were identified: availability of qualified field instructors (56%); availability of appropriate practicum sites (31%); and quality of the agency experience (18%). Moreover, the high turnover rate found among field educators can compromise the quality of the students' experience (e.g.…”

“…Although the need for support of field instructors and practice teachers around the world has been addressed in recent years, the current US-based literature is sparse in describing, evaluating or offering new strategies for developing these activities, despite their value to field instructors (e.g. Dettlaff & Dietz, 2004;Raskin & Skolnik, 1991;Rogers, 1996;Rohrer et al, 1992;Strom & Gingerich, 1993). This paper describes the experience of a US-based, multi-program collaboration in field education, the benefits and challenges of collaboration, and offers strategies for replication based on the outcomes realized by our collaborative effort.…”

Competences and the practicum: Experiences on one social work course

“…Though the term practicum is new to social work education in Britain it is well established in social work education internationally (see for example Raskin, 1988;Raskin;Skolnik and Wayne, 1991) and appears in other forms of professional education where it raises ~ml]~r issues and provokes parallel debates between the boundaries of theory and practice (Turney, Cairs, Eltis, Hatton, Thew, Towler and Wright, 1982). Evans (1990) suggests that assessment of competences can be provided by means of practice teachers engaging in joint work with students themselves to identify a variety of methods of feedback on student performance including direct practice outcomes, simulation exercises, self-evaluation and portfolio presentations.…”

Omissions and commissions: An analysis of professional field education literature

“…A number of barriers are identified in the literature as contributing to this dissonance between the desired and the real. These included the difficulties encountered in negotiating placements in a context of increasing numbers and diversity of community agencies; the multifaceted role of liaison; the difficulty in obtaining and retaining quality practicum sites and qualified supervisors; the lack of recognition or reimbursement for the work, skill and commitment involved in organising and providing placement supervision and expertise; lack of organisational support within universities, the lack of clarity regarding assessment; and the employment of junior staff in field education units within universities (Starak 1980;Evans & McDermott 1988;Faria, Brownstein & Smith 1988;Raskin et al 1991;Slocombe 1993;Ruffolo & Miller 1994, Food & Cloak 1994.…”