Co-Creating a Transformative Learning Environment through the Student-Supervisor Relationship: Results of a Social Work Field Placement Duo-Ethnography

Autor/inn/en	Calderwood, Kimberly A.; Rizzo, Larissa N.
Titel	Co-Creating a Transformative Learning Environment through the Student-Supervisor Relationship: Results of a Social Work Field Placement Duo-Ethnography
Quelle	In: Journal of Transformative Education, 21 (2023) 1, S.138-156 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Calderwood, Kimberly A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1541-3446
DOI	10.1177/15413446221079590
Schlagwörter	Social Work; Caseworkers; Student Research; Placement; Supervisor Supervisee Relationship; College Students; Transformative Learning; Ethnography; Professional Identity; Professional Education + Suchen Sie Ihr Suchwort? Soziale Arbeit; Studentenforschung; Betriebspraktikum; Praktikum; Collegestudent; Pädagogische Transformation; Ethnografie; Berufsausbildung
Abstract	In an in-house third-year social work research placement, a duo-ethnography showed that the student--supervisor relationship had far more impact on transformative learning than the assigned placement tasks. A model for co-creating an environment of transformative learning is described, putting student learning and growth at the center. Attributes that contributed to a transformative learning environment included being Trustworthy, Respectful, Engaging, Caring, and Humble. A range of actions within each of these attributes is described. The findings showed that in this context, a crisis-type of disorienting dilemma did not occur. Rather, transformation evolved as part of a learning outcome that included the development of a professional identity as a social worker. Findings suggested the need for further exploration of the role that humility plays in reducing the power imbalance in the student--supervisor relationship. The importance of addressing self-care and avoiding models that risk perpetuating patriarchy in the student-supervisor relationship were highlighted. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01