Promoting Integration of Theory and Practice in Field Education

Dettlaff, Alan J.; Wallace, Lmsw Gail

doi:10.1300/j001v21n02_10

Cited by 11 publications

(3 citation statements)

References 17 publications

(21 reference statements)

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“…Again this was linked to the core value of client-centred practice as well as the need to be creative when working with people. A distinction between what is learned in college and the 'real world' of practice was also made suggesting a theory/practice distinction which could be due to reasons outlined by Dettlaff and Wallace (2003) or Higgins (2014).…”

Section: Discussionmentioning

confidence: 99%

Section: Practice Teacher Rolementioning

confidence: 99%

“…This is suggested to be due to practitioners sometimes viewing theory as being separate from everyday practice, instead being something that is learned from books or having lost conscious awareness of the theoretical underpinnings of their practice (Fisher & Somerton, 2000;Higgins, 2014). The complexity of social welfare work and busyness of the workplace is also offered as an explanation (Dettlaff & Wallace, 2003).Staempfli, Kunz and Tov (2012) explain experienced practitioners' difficulty in naming knowledge is due to it being subconscious, as successful practice in pressurised situations requires fast thinking. Conversely Homonoff (2008), from interviewing ten social work practice teachers, found that they had a good knowledge of social work theory and reported that students had difficulty integrating theory with practice as they did not always see theory learned in college as being useful for practice.…”

mentioning

confidence: 99%

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Supervision of students in social care education: practice teachers’ views of their role

McSweeney¹

2016

Social Work Education

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This paper presents findings from research exploring how practice teachers in social care education in Ireland view their role, in particular what elements they prioritise and what they see as relatively unimportant. Q methodology was used to compare the participants' viewpoints. Twenty practice teachers, from varying practice backgrounds and levels of experience, sorted statements outlining aspects of the practice teacher's role, during individual interviews. Analysis indicates two ways of conceptualising the role. One focuses within the agency, prioritising students' awareness of the clients using the social care service and policies as guiding practice. The second encapsulates a broader view of learning beyond the agency, focusing on the practice teacher assisting the student to integrate theory with practice and using reflection as a learning tool.Conclusions are drawn in relation to social care education.Keywords: supervision; social care students; practice teacher role; practice placement; clients; policies; reflection; theory; Q methodology ContextSocial care work is defined as 'the professional provision of care, protection, support, welfare and advocacy for vulnerable or dependent clients, individually or in groups. ' (Joint Committee on Social Care Professionals, 2003, p.13). Social care workers are employed in residential care for young people, day and residential services for individuals with intellectual disabilities, people with sensory impairments, mental health issues, youth work, services for people who are homeless, family support services and addiction services.In Ireland, social care education involves completing a three or four year degree programme of academic modules and practice placements to meet standards set down by Qualifications and Quality Ireland (Social Care Work Award Standards, 2014). Placements are considered to be an essential part of the education and preparation for practice in social care work. Students must complete between 800 and 1000 hours on placement in a variety of 2 social care settings throughout the educational programme and they must pass this element of the programme. To maximise the student's learning while on placement s/he is appointed a supervisor or practice teacher who is expected to agree learning objectives with the student, conduct regular supervision sessions to support and monitor the student's learning, and liaise with the college (Irish Association of Social Care Educators, 2009). Although, as noted by Davys and Beddoe (2000), there is not consensus on the title of the person in an agency who is in charge of the student on placement, the role essentially involves managing, assessing, monitoring, teaching, challenging and supporting the student. Citing Ford and Jones (1987) they capture the complexity of the role of the supervisor/practice teacher with responsibilities to clients, agency and standards of the service provided along with guaranteeing the students' opportunities to learn. Thus practice teachers are essential in the education of soc...

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Section: Discussionmentioning

confidence: 99%