Emerging: An Art Field Placement's Impact on Practice

Autor/inn/en	Averett, Paige; Spence, Christina Hall
Titel	Emerging: An Art Field Placement's Impact on Practice
Quelle	In: Journal of Teaching in Social Work, 38 (2018) 1, S.88-104 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0884-1233
DOI	10.1080/08841233.2017.1406429
Schlagwörter	Art Education; Field Experience Programs; Student Placement; Educational Practices; Stakeholders; Social Work; Nontraditional Education; Personality Traits; Internship Programs; Student Experience; Graduate Surveys; Teacher Surveys; Student Surveys; College Programs; Arts Centers; Participant Satisfaction; Qualitative Research; Semi Structured Interviews; Focus Groups + Suchen Sie Ihr Suchwort? Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Praxisnahes Lernen; Schülerpraktikum; Bildungspraxis; Soziale Arbeit; Non-traditional education; Alternative Erziehung; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Berufspraktische Ausbildung; Studienerfahrung; Schülerbefragung; Studienprogramm; Qualitative Forschung
Abstract	This exploratory study examined the experiences of 9 stakeholders in an art gallery field placement during their social work education. The study sought to understand how the nontraditional field placement prepared students for practice. In addition, personality traits of students that best fit the placement was examined. Findings suggest that students had been prepared to engage in a variety of practice behaviors, work independently, and be more creative. However, they also felt that the field placement setting did not give them enough direct practice opportunities. The two most salient personality traits were being flexible and an initiator. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01