Strengthening the Signature Pedagogy of Social Work: Conceptualizing Field Coordination as a Negotiated Social Work Pedagogy

Autor/inn/en	Asakura, Kenta; Todd, Sarah; Eagle, Brooke; Morris, Brenda
Titel	Strengthening the Signature Pedagogy of Social Work: Conceptualizing Field Coordination as a Negotiated Social Work Pedagogy
Quelle	In: Journal of Teaching in Social Work, 38 (2018) 2, S.151-165 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0884-1233
DOI	10.1080/08841233.2018.1436635
Schlagwörter	Social Work; Teaching Methods; Counselor Training; Student Placement; Student Needs; Field Experience Programs; Critical Theory; Race; Undergraduate Students + Suchen Sie Ihr Suchwort? Soziale Arbeit; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerpraktikum; Praxisnahes Lernen; Kritische Theorie; Rasse; Abstammung
Abstract	Although field education is considered the signature pedagogy of social work, the work of field coordinators appear to remain peripheral to other aspects of social work education, such as coursework and research. In this article, we suggest that field coordination requires a far more complex set of knowledge and skills than merely matching students with placements based on availability and interest. Using critical and relational theories, this article conceptualizes field coordination as a negotiated pedagogy in which the coordinators navigate complex and often competing needs among students, field agencies, and social work practice. In making visible its nuances and intricacies, we suggest that field coordination is a critical relational pedagogy essential to advancing social work education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01