How do social work students perceive their fieldwork supervision experiences? : a thesis presented in partial fulfilment of the requirements for the degree of Master of Social Work at Massey University, Manawatū, New Zealand
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Date
2013
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Massey University
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Abstract
Ma te whakaatu, ka mohio
Ma te mohio, ka marama
Ma te marama, ka matau
Ma te matau, ka ora
Through discussion comes understanding
Through understanding comes light
Through light comes wisdom
Through wisdom comes wellbeing
Fieldwork practice is a vital component of social work education. Positive fieldwork
supervision, based on principles of adult learning is vital to the integration of theory and
practice during the fieldwork experience. A student’s experiences of fieldwork supervision
can shape the value they place on future supervision, thus it is essential that fieldwork
supervision is experienced positively. This research focuses on the understandings seven
social work students formed about their fieldwork supervision experiences. This study
explores what these experiences might mean for those involved in fieldwork supervision in
Aotearoa New Zealand.
This study is qualitative, utilising a phenomenological approach. Data was gathered from
semi-structured interviews, and an inductive approach was used for thematic explication.
Eight key findings were identified which revealed three themes which signalled the
importance of; knowledge, skill, and relationship.
The findings endorse current literature about the place of fieldwork supervision in student
learning, and the value of knowledge, skill and relationship in supervision. They also
underscore the need for further research into cultural supervision, including the need for a
review of how cultural supervision is understood and resourced in fieldwork education in
the Aotearoa New Zealand context. The study also reinforces the need for contributions to
the literature on fieldwork supervision, particularly exploring the student perspective. On
the basis of this research six main implications are identified. This research identifies six
key implications from this study, the first concerns the transferability of the findings, four
concern the preparation of key stakeholders in fieldwork (namely students, fieldwork
educators, external supervisors and fieldwork coordinators), and the fifth concerns the
cultural supervision and Kaupapa Maori supervision needs of all social work students in
Aotearoa New Zealand.
Thus, like the opening whakatauki above suggests, it is hoped that discussion on which
this study is founded provides light, understanding, and ultimately wellbeing for all those
involved in and impacted by fieldwork supervision.
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Keywords
Social workers, Training of, Supervision of social workers, Social work education, New Zealand