Learning Transfer Principles in a Comprehensive Integration Model

Boitel, Craig; Farkas, Kathleen J.; Fromm, Laurentine; Hokenstad, Merl C.

doi:10.1080/08841230903249687

Cited by 13 publications

(20 citation statements)

References 20 publications

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“…Integrating the ory with practice can be improved by basing strategies on applied learning theory (Barwick et al, 2005;Boitel, 2002;Boitel, Farkas, Fromm, & Hokenstad, 2009;Burke & Hutchins, 2007;National Research Council, 2000;Zull, 2002). The learning contract as herein described uses such strategies to model and record the integration of theory and practice in the field setting.…”

Section: Signature Pedagogy In Social Work Educationmentioning

confidence: 99%

Defining Signature Pedagogy in Social Work Education: Learning Theory and the Learning Contract

Boitel¹,

Fromm

2014

Journal of Social Work Education

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DEFINING SIGNATURE PEDAGOGY IN SOCIAL WORK 6 0 9 learning contract that would help structure the field experience as the signature pedagogy of social work education. The field instructor is recognized as an expert whose factual and procedural knowledge assists the student toward competency attainment. WHAT IS SIGNATURE PEDAGOGY?The term signature pedagogy, as used by Shulman (2005aShulman ( , 2005bShulman ( , 2005c and Gardner and Shulman (2005), refers to the characteristic approaches used in higher education to prepare students to practice a profession. Practitioners of the professions are internally and externally assessed and regulated to promote adherence to standards. Shulman observed that common to the professions of medicine, law, engineering, clergy, education, and nursing is a ritualized approach to acquiring and demonstrating knowledge. Unique to each of these professions is a distinctive educational component, its signature pedagogy. In medicine and law, for example, there are specific traditional educational methods for acquiring and applying knowledge. In medicine, the signature pedagogy is rounds; in law, it is the Socratic method. A signature pedagogy is under stood to be an essential educational preparation and to inculcate distinctive habits of thinking. A signature pedagogy is "pervasive, routine and habitual" (Shulman, 2005a, p. 22). In addition, signature pedagogy serves to prepare the aspiring professional to recognize, appreciate, and learn from inherently complex and ambiguous situations and to "think, perform and act with integrity" (Shulman, 2005b, p. 52). Social work shares these values. It is, therefore, appropriate that social work recognize the features of field education, its own signature pedagogy, that support obtaining this goal. Raskin, 2010) reflect the response of social work educators to the recent CSWE policy changes. With the exception of Holden et al. (2011), Petracchi and Zastrow (2010a, 2010b), and Wayne et al. (2010), there has been limited discussion of field education and the implications of its identification as signature pedagogy. Holden et al. (2011) suggested we need more evidence to support the designation of field as signature pedagogy. Wayne et al. ( 2010) suggested that field education is not presently implemented in a manner consistent with its designation as signature pedagogy. Modifying field education to be consistent with signature pedagogy requires under standing its principles, the nature of the field experience, the relationship of the competencies to the field experience, and the practical challenges to implementing field as the signature pedagogy of social work.

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Section: Signature Pedagogy In Social Work Educationmentioning

confidence: 99%

Defining Signature Pedagogy in Social Work Education: Learning Theory and the Learning Contract

Boitel¹,

Fromm

2014

Journal of Social Work Education

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“…This is achieved in various ways, including the use of one-year 'internships' positioned between two years of university-based learning (Bullock, Gould, Hejmadi, & Lock, 2009) or provided in a field placement block of between 6 and 13 weeks (Boitel et al, 2009). Field education provides students with opportunities to integrate theoretical foundations with practice experience and encourages them to 'extend what has been learned in one context to new contexts' (Boitel et al, 2009, p. 402).…”

Section: The Social Work Studiomentioning

confidence: 97%

“…This approach to integrated practice-based learning involves various activities, including studying 'real-life' problems (Ahlfeldt, Mehta, & Sellnow, 2005;Dickie & Jay, 2010), both in the classroom and in the workplace (Boitel et al, 2009), activities that provide students with exposure in the social, emotional and physical dynamics of situations in which social workers practise (Blunsdon, Reed, McNeil & McEachern, 2003;Murphy-Geiss, 2008) and encouraging students to reflect on the complexities of their practice (Hume, 2009). If these activities were more teacher-directed and less participatory, however, Vagan (2011) argues that they would remain individualistic, with students seeking information and then reproducing it on demand rather than engaging in a transformative act.…”

Section: The Social Work Studiomentioning

confidence: 99%

“…In social work education, the provision of 'real' situations has most often been through requiring students to engage in field education (Boitel et al, 2009). This is achieved in various ways, including the use of one-year 'internships' positioned between two years of university-based learning (Bullock, Gould, Hejmadi, & Lock, 2009) or provided in a field placement block of between 6 and 13 weeks (Boitel et al, 2009).…”

Section: The Social Work Studiomentioning

confidence: 99%

“…Moulding (2010) argues that social work education requires the coordinated development of critical thinking, problem-solving and theoretical skills. Development of these skills occurs through exposure to a variety of environments and pedagogical approaches, including both classroom-and workplace-based experiences (Boitel, Farkas, Fromm, & Hokenstad, 2009). One challenge for social work educators is how to build strong student engagement through effective classroom-based learning that reflects workplace experiences (Murphy-Geiss, 2008).…”

Section: Introductionmentioning

confidence: 99%

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Enhancing student engagement through practice experience in social work education: the Social Work Studio

Campbell

2012

Higher Education Research & Development

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It can sometimes be difficult to engage students in 'real life experiences' within the classroom. In one Bachelor of Social Work program, the development of a Social Work Studio (the Studio) has provided students with opportunities to engage in simulated social work practice in a safe and supportive environment. This article reports on a small exploratory study of students' responses to a survey that sought their views and reactions to the development of this Studio initiative. Findings were analysed from a sociocultural perspective. They indicate that students' responses to the development of the Studio reflect their emerging constructions of the cultural world of social work.

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Do We Need More “Doing” Activities or “Thinking” Activities in the Field Practicum?

Lee¹,

Fortune²

2013

Journal of Social Work Education

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Learning Transfer Principles in a Comprehensive Integration Model

Cited by 13 publications

References 20 publications

Defining Signature Pedagogy in Social Work Education: Learning Theory and the Learning Contract

Defining Signature Pedagogy in Social Work Education: Learning Theory and the Learning Contract

Enhancing student engagement through practice experience in social work education: the Social Work Studio

Do We Need More “Doing” Activities or “Thinking” Activities in the Field Practicum?

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