The Center Cannot Hold: A Survey of Field Instructors' Theoretical Preferences and Propensities

Forte, James A.; LaMade, Jennifer

doi:10.1080/07325223.2011.522489

Cited by 5 publications

(5 citation statements)

References 33 publications

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“…Social work field instructors were frequently inconsistent in their own professional application of theory. They were more likely to identify workshops, courses, or discussions with colleagues as more beneficial to their work than theory (Forte & LaMade, 2011). These field instructors also ranked knowledge about ethics, assessment, practice effectiveness, and social problems as more valuable than knowledge about theory (Forte & LaMade, 2011).…”

Section: Application Of Theorymentioning

confidence: 96%

“…The theory and practice disconnect is not limited to students but is also present in the supervisors and the social work professionals they may be working alongside. In an exploratory study, Forte and LaMade (2011) described social work field instructors' perception of theory use in practice. Social work field instructors were frequently inconsistent in their own professional application of theory.…”

Section: Application Of Theorymentioning

confidence: 99%

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Master social work students’ explicit and implicit articulation of theory

McCarthy

Bragg

Gentle-Genitty

2022

Journal of Human Behavior in the Social Environment

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Section: Application Of Theorymentioning

confidence: 96%

Section: Application Of Theorymentioning

confidence: 99%

Master social work students’ explicit and implicit articulation of theory

McCarthy

Bragg

Gentle-Genitty

2022

Journal of Human Behavior in the Social Environment

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“…Homonoff's (2008) research draws attention to the variety of theoretical frameworks that can be used to underpin practice, which can make it difficult for busy practitioners to keep themselves updated with developments in theory and research (Clapton et al, 2006). This is supported by a survey of 71 practice teachers in social work who showed 4 little commonality among theories they used to guide their practice (Forte & LaMade, 2011). Higgins (2014, p.72) concludes, from his research with practice teachers and academics in social work education, that the university and the practice setting work from different pedagogical approaches.…”

mentioning

confidence: 94%

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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“…There is some evidence that social work is a theoretically anemic profession (Cameron et al, 2008;Cha, Huo, & Marsh, 2006;Daley, Peters, Taylor, Hanson, & Hill, 2007;Decker et al, 2007;Forte, 2009;Gentile-Genitty et al, 2007;Ivry & Walter, 1992). Increasing the dosage of theory-based and theorizing knowledge can strengthen and fortify the profession's body, mind, and heart.…”

mentioning

confidence: 95%

The Center Cannot Hold: A Survey of Field Instructors' Theoretical Preferences and Propensities

Cited by 5 publications

References 33 publications

Master social work students’ explicit and implicit articulation of theory

Master social work students’ explicit and implicit articulation of theory

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

Teaching Human Development: Current Theoretical Deficits and a Theory-Enriched “Models, Metaphors, and Maps” Remedy

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