A Creative Solution to the Social Work Practicum amid a Pandemic: The Remote Learning Plan

Autor/inn/en	Mantulak, Andrew Paul; Arundel, Mary Kay; Csiernik, Rick
Titel	A Creative Solution to the Social Work Practicum amid a Pandemic: The Remote Learning Plan
Quelle	In: Journal of Teaching in Social Work, 41 (2021) 5, S.535-549 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Csiernik, Rick)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0884-1233
DOI	10.1080/08841233.2021.1986196
Schlagwörter	Social Work; Professional Education; Practicums; Field Experience Programs; COVID-19; Pandemics; Distance Education; Electronic Learning; Creativity; Skill Development; Knowledge Level; Competency Based Education; Foreign Countries; Undergraduate Students; Canada + Suchen Sie Ihr Suchwort? Soziale Arbeit; Berufsausbildung; Practicum; Praktikum; Praktika; Praxisnahes Lernen; Distance study; Distance learning; Fernunterricht; Kreativität; Kompetenzentwicklung; Qualifikationsentwicklung; Wissensbasis; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Ausland; Kanada
Abstract	It has been postulated that field education is the signature pedagogy of social work education. Practicums are paramount in assisting social work students to develop the unique skills and competencies required for professional practice. Traditionally, field education in social work has occurred within the context of social service agencies involving face-to-face interaction with service users and colleagues. The crisis created by the COVID-19 pandemic compelled schools of social work to abandon established placements in favor of virtual or remote learning. This paper describes the experience of the School of Social Work at King's University College, London, Ontario, in moving its undergraduate and graduate social work students to Remote Learning Plans (RLP) to enable the completion of hours required in their professional programs. The transition to remote learning plans not only modeled good social work practice but also reflected a student-centered approach to learning and teaching. In addition, the experience unearthed the possibilities that exist for field education in remote environments while still equipping students with the knowledge, skills, and values required for social work practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01