Planning for learning and learning about planning in social work fieldwork
Document Type
Journal Article
Publisher
Whiting & Birch Ltd.
Faculty
Faculty of Regional Professional Studies
School
Regional Professional Studies Deans Office
RAS ID
3986
Abstract
Fieldwork education is a crucial component of social work education. Many social work students regard their placement experiences as the most profound learning experiences of their studies. The students undertake their field placements in a diverse range of organisational contexts, and in so doing perform a myriad of tasks, adopt a variety of roles, implement a range of practices, and engage with numerous people. Needless to say, social work students have a rich set of learning opportunities within such diversity. An important part of the fieldwork process is the development of learning plans; these plans guide and direct the students’ roles, tasks and learning, and are often an important framework by which assessment of competency and learning takes place. However, learning plans presuppose a logical and conceptual clarity, which needs to be learned if they are to be functional and effective documents. This then poses many challenges in relation to how students might develop a learning plan for fieldwork. This paper explores some of the problems, and offers practical guidance, for students and fieldwork educators to develop rational learning plans in diverse and complex contexts.
DOI
10.1921/jpts.v7i1.343
Access Rights
free_to_read
Comments
Hodgson, D., & Walford, H. (2012). Planning for learning and learning about planning in social work fieldwork. The Journal of Practice Teaching and Learning, 7(1), 50-66. Available here