Thinking about a new social work curriculum

Novak, Tony

doi:10.1080/02615479511220241

Cited by 7 publications

(3 citation statements)

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“…As social work educators, we emphasize the importance of building interventions on a solid foundation of theoretical knowledge. We attempt to bridge the gap between theory and practice, even if this is not always a straightforward endeavor (Lu, Dane, & Gellman, 2005;Novak, 1995;Vayda & Bogo, 1991). Not only do many students have an aversion to theory, which they feel is far removed from their interest of helping people, but many also have difficulty 494 S. Wehbi seeing how their coursework is relevant to their practice (Anderson & Harris, 2005;Carniol, 2000).…”

Section: Introductionmentioning

confidence: 97%

“…It is also not enough to lecture students about the importance of these principles; this assertion must be demonstrated. As Novak (1995) argued, social work education should challenge the dichotomy between theory and practice by challenging not only the content but also the process of learning. Gitterman (2004) noted that an overemphasis on the content of curriculum has traditionally over-shadowed the attention accorded to how students learn.…”

Section: Introductionmentioning

confidence: 97%

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Reflections on Experiential Teaching Methods: Linking the Classroom to Practice

Wehbi

2011

Journal of Teaching in Social Work

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This article explores the use of experiential teaching methods in social work education. The literature demonstrates that relying on experiential teaching methods in the classroom can have overwhelmingly positive learning outcomes; however, not much is known about the possible effect of these classroom methods on practice. On the basis of reflections from 3 courses, the author focuses on the potential effect of in-class methods on practice. The author argues that there are at least 3 ways in which these methods can affect practice: by extending learning beyond the confines of the course, by modeling skills and attitudes useful in practice, and by allowing students to experience events that might later be confronted in practice.

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Section: Introductionmentioning

confidence: 97%

Section: Introductionmentioning

confidence: 97%

Reflections on Experiential Teaching Methods: Linking the Classroom to Practice

Wehbi

2011

Journal of Teaching in Social Work

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“…Novak (1995) proposes that a new social work curriculum should be based on a number of principles which stem from a view of what social work activity should be about. Unfortunately, we are not told what these principles might look like.…”

Section: Education and Training For Social Work= A Response To Tony Nmentioning

confidence: 99%