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Towards enhancement of practicum teaching and learning: a theoretical framework to inform social work field education

Maidment, Jane 2002, Towards enhancement of practicum teaching and learning: a theoretical framework to inform social work field education, Women in welfare education, vol. 2002, pp. 9-24.

Document type: Journal Article
Collection: School of Health and Social Development
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Title Towards enhancement of practicum teaching and learning: a theoretical framework to inform social work field education
Author(s) Maidment, Jane
Journal name Women in welfare education
Volume number 2002
Start page 9
End page 24
Publisher Women in Welfare Education
Place of publication Sydney, N.S.W.
Publication date 2002
ISSN 1320-3584
Summary During 1996 eighty social work students and 130 field educators from New Zealand were surveyed about their experiences of the teaching during students' first field placements. The sample was drawn from three schools of social work facilitating student placements with clients across nine broad types of client services. Ten percent of the total student and field educator
sample were later interviewed about these experiences and the findings related to this research have been reported elsewhere (Maidment, 2000; 1999). During the course of conducting the research it became apparent that the practicum component of social work education was somewhat bereft of learning theory that could be specifically used to understand the
unpredictable and varied nature of field education and the complexity of the student! supervisor relationship. Hence the development of a conceptual framework to both guide the research and later explain the findings on field teaching and learning became a major focus of the research. The following article traces the process used to develop a framework to understand the diverse nature of practicum education.
Language eng
Field of Research 130205 Humanities and Social Sciences Curriculum and Pedagogy (excl Economics, Business and Management)
HERDC Research category C1 Refereed article in a scholarly journal
Persistent URL http://hdl.handle.net/10536/DRO/DU:30001840
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