Practice Education in Social Work : A

"Written specifically for practice educators, this book examines contemporary theories and knowledge in practice learning, teaching and education, with a clear emphasis on developing the skills and practice of the individual. Another key focus of the book is to help readers to reflect on the implications of this for their role as a practice educator, giving them the time and space to make proactive and informed choices. Practice Education in Social Work is structured around the new Post-Qualifying Standards for Practice Education, making it a thoroughly comprehensive guide."--BOOK JACKET.

Janet Walker is a Principal Lecturer in Social Work at the University of Lincoln. Her academic responsibilities include supporting learners, teaching, programme and curriculum development of post-graduate inter-professional programmes. Karin Crawford is a Senior Lecturer in Social Work at the University of Lincoln where she has responsibility for supporting learners, teaching and curriculum development in the area of health, social care and management Professor Jonathan Parker is Head of Social Work and Learning Disability at Bournemouth University and with colleagues, has developed the Centre of Social Work and Social Care Research. He is past chair of the Association of Teachers in Social Work Education and currently vice chair of the Joint University Council Social Work Education Committee.

List of Figures	p. ix
List of Tables	p. x
List of Boxes	p. xi
Foreword from the Series Editor	p. xii
About the authors	p. xiii
Introduction	p. 1
Practice learning for social work educators	p. 1
The development of the role of the practice educator	p. 3
The post-qualifying framework for social work	p. 4
Book structure	p. 10
Summary	p. 14
Professional development and reflective practice	p. 14
What is education in practice?	p. 15
Introduction	p. 15
Defining social work	p. 16
The context for social work practice	p. 17
The practice of social work	p. 18
Qualifying for social work	p. 23
Practice education and learning	p. 28
Critical reflection: making sense of practice	p. 32
What is learning?	p. 36
Introduction	p. 37
How does the individual student learn?	p. 37
Behaviourist theories	p. 42
Social cognitive learning theories	p. 42
Humanist theories	p. 43
Experiential learning	p. 43
Whole brain learning	p. 47
Other aspects of learning	p. 47
Learning to learn	p. 48
How do I, as a practice educator, facilitate and enable student learning?	p. 50
Conclusion	p. 51
What is teaching?	p. 53
Introduction	p. 54
Learning and teaching in practice	p. 54
Supporting the transfer of learning to practice	p. 57
Developing your role as a 'teacher'	p. 60
Developing teaching strategies	p. 63
Teaching strategies	p. 66
Recognising diversity in learners	p. 72
Reflections on self	p. 75
What is assessment?	p. 77
Introduction	p. 78
Meanings of assessment	p. 79
What does the research say?	p. 82
Assessment in practice learning/practice education	p. 86
Continuing development and self-assessment as a practice educator	p. 87
The assessment of students	p. 87
The process of assessment as a practice educator	p. 89
A self-efficacy model for assessing practice learning	p. 93
Conclusion	p. 97
What is supervision?	p. 99
Introduction	p. 100
Defining supervision	p. 100
Functions of supervision	p. 102
Models of supervision	p. 105
The process of supervision through the 'life' of the placement	p. 108
Issues of power in the supervisory relationship	p. 114
Conclusion	p. 117
Managing and developing practice learning experiences	p. 118
Introduction	p. 119
Planning before the placement	p. 121
Induction	p. 126
The development of learning agreements	p. 128
Practice curriculum	p. 129
Writing the report	p. 133
Evaluating your plans and the managed process	p. 135
Conclusion	p. 136
What about me?	p. 137
Introduction	p. 137
Why do I need to think about my support and development needs?	p. 138
What is the place of reflective and reflexive practice for me as a practice educator?	p. 141
How do I continue to develop as a knowledge-informed practice educator?	p. 146
What strategies and support processes are available to support me in managing my role and responsibilities as a practice educator?	p. 148
How can my needs for support and learning be met within my networks of colleagues and other practice educators?	p. 151
Where do I go from here?	p. 153
Conclusion	p. 154
Summary	p. 156
Appendix: Guidance on the Assessment of Practice in the Workplace	p. 159
References	p. 175
Index	p. 185
Table of Contents provided by Ingram. All Rights Reserved.

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Practice Education in Social Work : A Handbook for Practice Teachers, Assessors and Educators

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Table of Contents

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