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An exploration of how some tutors use learning materials to enable student social workers to link theory to practice while learning in the workplace

Sieminski, Sandy and Seden, Janet (2011). An exploration of how some tutors use learning materials to enable student social workers to link theory to practice while learning in the workplace. Social Work Education, 30(7) pp. 797–810.

DOI (Digital Object Identifier) Link: http://dx.doi.org/10.1080/02615479.2010.512658
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Abstract

This paper reports on the outcomes of a study day, which was held using an appreciative inquiry approach, to explore the way students on a social work applied practice course were linking the learning about theories and methods with their work in their practice learning opportunity. The course tutors who took part in the day shared the methods they had used successfully to enhance student learning in this area. The paper identifies these successful methods and also considers barriers to learning and overcoming them. The other main areas discussed are: working with resistance; reflection on the self; building confidence; case studies and scenarios; agency climates and individual student factors. The paper concludes with a discussion of the barriers and opportunities for theorising about practice in managerial climates.

Item Type: Journal Article
Copyright Holders: 2010 Taylor & Francis
ISSN: 0261-5479
Keywords: appreciative inquiry; social work theory; work situated learning; practice learning; adult learning; teaching methods; managerialism
Academic Unit/Department: Health and Social Care > Social Work
Interdisciplinary Research Centre: Centre for Research in Education and Educational Technology (CREET)
Item ID: 26745
Depositing User: Sandy Sieminski
Date Deposited: 17 Feb 2011 16:20
Last Modified: 23 Oct 2012 14:26
URI: http://oro.open.ac.uk/id/eprint/26745
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