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How academic knowledge can support practice learning: A case study of learning styles.
Abstract
This paper focuses on the Department of Health (2002) statement that academic knowledge should be used to support practice learning. Debates around linking theory and practice and knowledge as product and process are discussed. The particular emphasis is on critically analysing whether academic knowledge about learning styles - a form of 'process knowledge' can be effectively utilised and therefore relevant to supporting the process of practice teaching. A small-scale qualitative research study with practice teachers andstudents is presented as a way of exploring this.The findings of this research suggest that information about learning styles can be of practical relevance to practice teachers in promoting effective student learning. The key finding here is that its relevance isdetermined primarily by how such knowledge is utilised in practice. It is crucial whether practice teachers perceive information about their student's learning styles asproduct knowledge (something they possess but do not necessarily employ) or process knowledge (something which usefully describes part of the process they are engaged in).
... Very few studies have been undertaken to explore or examine the link between the adverse childhood experiences (ACEs) of some social work students, their learning profiles and appropriate teaching and learning methods. Studies on the learning profiles in social work have mostly focused on the implications for fieldwork education (Cartney, 2004(Cartney, , 2000. Previous studies have explicated the ACEs of some social work students at a particular university as being the following: (i) Childhood abuse epitomised by emotional, physical and sexual abuses; (ii) Troubled family life through ineffectual caregiving, parental absences, unmet needs, being left behind, substance abuse, inadequate financial/material support, and intimate partner violence. ...
Internationally, classrooms reflect an increasingly diverse world of differing ages, abilities, cultures, interests, motivations and difficulties (Rosslyn, 2004; Tomlinson, Brighton, Hertberg, Callahan, Moon, Brimijoin, Conover & Reynolds, 2003). The situation in South Africa is no different. The majority of South African students currently in higher education are first-generation (non-traditional) students commonly (and indiscriminately) described as underprepared, coming from impoverished backgrounds in terms of economic strength, poor schooling and socio-cultural resources, and using English as additional language (Bozalek, 2013; Carelse & Dykes, 2013; Collins & Van Breda, 2010; Hlalele, 2010; Smit, 2012).
... Very few studies have been undertaken to explore or examine the link between the adverse childhood experiences (ACEs) of some social work students, their learning profiles and appropriate teaching and learning methods. Studies on the learning profiles in social work have mostly focused on the implications for fieldwork education (Cartney, 2004(Cartney, , 2000. Previous studies have explicated the ACEs of some social work students at a particular university as being the following: (i) Childhood abuse epitomised by emotional, physical and sexual abuses; (ii) Troubled family life through ineffectual caregiving, parental absences, unmet needs, being left behind, substance abuse, inadequate financial/material support, and intimate partner violence. ...
Improved access to higher education and the increase in student numbers without a simultaneous increase in resources has given rise to numerous challenges. This reflective article considers whether large classes in social work education pose a threat to the professional socialisation of students, which requires that they internalise the values, interests, skills and knowledge of social work. Professional socialisation within social work education, the threat posed by large classes, both in the classroom and field practice education, as well as some possible solutions, are considered in this article.
... Decision analysis has the potential to be put alongside other ways practice assessors can enable students to connect theory with practice (for examples see, Cartney, 2004;Collingwood, 2005;Fisher and Somerton, 2000;Noble, 2001). Both Cartney (2004:52) and Clapton et al. (2006:653) identify a challenge for the profession as being how to support the role of practice assessor and developing a more supportive relationship between academic learning and practice. ...
This paper reports on the findings of a small-scale research project investigating the views of social work students on the use of decision analysis. After giving the context of the research, the article reports on what was found when students, who had just completed a Decision Making and Risk module, were asked for their opinions on the component parts of decision analysis, its use as a practice tool and their attitudes to using it on placement. The research found that the respondents in general took a critical and supportive stance towards the use of decision analysis in social work and, with extra teaching and a positive approach from their practice assessor, would be happy to use decision analysis. When the same group of students completed a follow-up questionnaire on a placement recall day, half of them had thought about using decision analysis but only three had gone on to discuss this with their practice assessors. Some issues in relation to connecting 'classroom' and 'field' are identified and the paper concludes that a number of further steps would be necessary to realise the potential of decision analysis to help students be more systematic and analytical in their approach to decision making.
The purpose of this paper is to explore the nature of the discipline of social work and to argue that perhaps its central and unique characteristic is the way theory and practice are closely interrelated. In doing so it suggests it is important to locate social work in its particular social, political and historical contexts and to identify some of the key factors which have influenced not only its development but its form. Social work is identified as being essentially ambiguous, complex and uncertain such that its major strengths are in terms of its ability to improve dialogue, understanding and interpretation, rather than simply be concerned with legislating and acting with authority. In this sense it has the potential to make a significant contribution to the contemporary social sciences more generally.1.
This paper focuses on the current aspiration to further the process of continuing professional development in social work. It contends that knowledge from the field of adult learning theory may be helpful in sign-posting some tangible ways forward here. The particular emphasis is on critically assessing the usefulness of identifying learning styles as indicators of preferred ways of learning. Knowledge of learning styles is explored as one way of promoting students' learning on practice placements. A small-scale qualitative research study with a group of practice teachers and their students is presented as a vehicle for exploring this new terrain in social work. The findings of this research build on key themes identified by the current literature in this area. The author's findings suggest that information about learning styles has direct practical application in the social work practice teaching arena. The data points to the potential value of using such information to guide students' learning on practice placements and has relevance to considerations of their continuing professional development. Suggestions are put forward to highlight how practice teaching and Diploma in Social Work programmes could facilitate this process. The paper stresses the over-riding need to view students as actors in a broader social context, however, and highlights how information regarding learning styles needs to be utilised in this context.