Transformative Learning in Field Education: Students Bridging the Theory/Practice Gap

Abstract

In a four-year, four cohort study utilising a series of six focus groups, forty Masters of Social Work students preparing to graduate defined their personal and professional experiences of transformation in their respective social work field education settings. Using an inductive thematic analysis, students highlighted four key themes in their transformative learning (TL) process: (i) defining the nature of disorienting dilemmas in field education; (ii) critical self-reflection, coping and moving through disorienting dilemmas; (iii) identifying the transformative outcomes in a field context; and (iv) facilitative factors to TL in field education. The findings illuminate the essential role of the field supervisor in creating ‘relationship’. The field supervisor/student relationship is the conduit to students’ deep learning, critical reflection, identity shifts and empathy supporting the student’s navigation through their disorientating moments towards transformative and meaningful outcomes. This study extends our understanding of the role of TL theory within experiential learning contexts and the feasibility of its use in the social work field education experience.

Co-Creating a Transformative Learning Environment Through the Student-Supervisor Relationship: Results of a Social Work Field Placement Duo-Ethnography

“…Consistent with Damianakis et al's (2019) findings, our journals reflected: respect, genuineness, passion, openness to a “free flow of ideas” (p. 9) and to being challenged, the instructor modeling who the student wants to be, engagement, care, welcoming, taking time to connect, seeing the student as unique, and trust. Our findings were also consistent with Archer-Kuhn et al’s (2021) report of instructors being accessible, supportive, engaged in critical dialogue, and providing students with opportunities to address dilemmas and tensions. And our findings were aligned with Coohey and Landsman's (2020) findings: listening, open to questions and feedback, an environment conducive to open and safe discussions, encouragement, support, critical thinking, opportunities to work independently, challenges to explore options for professional growth, asking about learning style, clear expectations, sufficient direction, regular supervision, ensuring the majority of the time is spent on professional social work activities, and manageable workload.…”

“…Carroll (2009) for example, does not explicitly use the word “humility” but describes supervisors acknowledging their limitations: “Supervisors move beyond their embarrassments and are able to admit their limitations, their not-knowing, their being lost, and, like supervisees, being transparent and honest” (p. 218). Archer-Kuhn et al (2021) describe students coping with disorienting dilemmas by “being honest with their emotions, their role, limitations, and vulnerabilities” (p. 10). Only a few authors (e.g., Watkins, 2020) make the connection between humility and the role it plays in addressing power-differentials.…”

Real-Time Lived Experience of Social Work Students in Their Field Training during the Coronavirus Crisis: Insights from Photovoice-Based Research

“…The conclusions of this article join the call to assimilate into the learning and training processes for social work students (as well as for social workers themselves) creative–experiential and reflective learning approaches (e.g. Malka, 2020 ; Archer-Kuhn, 2020 ; Baum, 2004 ; Rodham et al , 2020 ), which enable real-time processing and learning, and within which the professional/student, as a learner, researcher and active actor, has the ability to draw from existing knowledge, as well as creating new knowledge, in dealing with a crisis. The research process as well as its findings points to the uniqueness of the photovoice methodology in the implementation of creative and entrepreneurial models of teaching and practice, which allows the inclusion of different types of knowledge and life experiences.…”

Aligning values in applied professional practice: a case study of children’s services qualifying programmes in a Scottish university

“…Lovett's views on leadership and the embedding of values within professional cultures is in broad agreement with Schein & Schein (2017). Similarly, the importance of teaching professional values (Perry et al, 2019), and bridging the theory-practice gap (Archer-Kuhn et al, 2021;Donmoyer et al, 2012;McGarr et al, 2017) is discussed. The development of shared values requires colleagues to not only discuss these but also value the learning that can come from appreciating each other's diversity.…”