The contribution of social work field education to work-integrated learning
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Date
2021-12-17
DOI
Open Access Location
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Publisher
Work-Integrated Learning New Zealand
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Abstract
This article documents an examination of the role and alignment of social work field education within work integrated learning (WIL) pedagogy. Both social work education and work-integrated learning share a long history
of helping students connect with authentic work-related learning opportunities in the context of engagement and
partnership with organizations outside of the educational institution, using onsite mentoring. The tensions
associated with aligning social work with WIL are explored and pedagogical similarities between the two enterprises are identified. Key tools and processes for strengthening the quality of field education in social work are discussed along with approaches for placement preparation, student supervision and assessment. Three
potential contributions that social work field education practice may offer WIL best practice frameworks include the addition of preplacement preparation for students and field educators, professional supervision approaches,
and the inclusion of service user feedback within student assessment processes.
Description
The International Journal of Work-Integrated Learning is an Open Access journal which means that all content is freely available without charge to the user or his/her institution. Users are allowed to read, download, copy, distribute, print, search, or link to the full texts of the articles, or use them for any other lawful purpose, without asking prior permission from the publisher or the author.
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Citation
International Journal of Work-Integrated Learning, 2021, 22 (4), pp. 433` - 444