Roles and Tasks of Field Instructors as Perceived by Chinese Social Work Students

Challenging Endings: First Year MSW Interns’ Experiences with Forced Termination and Discussion Points for Supervisory Guidance

“…For example, multiple studies have established that students' satisfaction in placement is largely determined by satisfaction with the quality and quantity of supervision (Cimino, Cimino, Nuehring, Raybin, & Wisler-Waldock, 1982;Fortune & Abramson, 1993;Fortune et al, 1985;Knight, 1996). Specifically, students report that field instructors who provided information and helped them apply theoretical knowledge to field practice most enhanced their learning (Choy, Leung, Tam, & Chu, 1998;Fortune, McCarthy, & Abramson, 2001;Knight, 1996Knight, , 2001. Students also view their field instructor as a model and tend to imitate his or her style (Itzhaky & Eliahou, 1999).…”

Promoting Integration of Theory and Practice in Field Education

“…Rather, research indicates there is a need for improvement. A recent study found that students believe there are problems associated with the process of integration, and believe learning could be enhanced through more detailed explanations from their field instructors regarding the application of theory to practice (Choy, Leung, Tam, & Chu, 1998). Cavazos (1996) found that integration of theory and practice was not occurring in the field practicum when assignments were not directly related to the foundation curriculum of the program.…”