Growing together: cultivating inquiry-based learning in social work education.
Inquiry-based learning (IBL) is a student-centered teaching and learning approach that is student led and inquiry driven. While research has explored experiences of IBL from student perspectives, very little is known about instructor experiences in higher education, particularly in the field of soci...
| Publicado en: | Social Work Education Vol. 41; no. 3; pp. 333 - 354 |
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| Autores principales: | , , , |
| Formato: | Artículo |
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Taylor & Francis Ltd
Apr2022
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=155831370&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 155831370 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 02615479 36Q jtl: Social Work Education issn: 02615479 maglogo: N pubinfo: dt: Apr2022 vid: 41 iid: 3 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 155831370 10.1080/02615479.2020.1839407 ppf: 333 ppct: 21 formats: fmt: – @attributes: type: T – @attributes: type: P size: 1.6MB tig: atl: Growing together: cultivating inquiry-based learning in social work education. aug: au: Archer-Kuhn, Beth Lee, Yeonjung Hewson, Jennifer Burns, Victoria affil: Faculty of Social Work, University of Calgary, Calgary, Alberta, Canada su: Canada Social work education Adults Higher education Inquiry-based learning Social work teachers sug: subj: Social work education Adults Higher education Canada Other Individual and Family Services Inquiry-based learning Social work teachers keyword: instructors as learners social work education instructors as learners social work education ab: Inquiry-based learning (IBL) is a student-centered teaching and learning approach that is student led and inquiry driven. While research has explored experiences of IBL from student perspectives, very little is known about instructor experiences in higher education, particularly in the field of social work. Drawing on four faculty experiences, this paper discusses similarities and challenges of planning and implementing IBL in an undergraduate social work seminar course at a large research-intensive university in Canada. This paper begins by providing an introduction to the state of knowledge regarding IBL in higher education; it then considers research on student experiences of IBL, highlighting the need for this study exploring faculty experiences. Three themes emerged from the data analysis: to include deepened learning experiences, adjusting to a new approach, and peer support and learnings. Implications for social work education includes the need for intentional instructor support for successful implementation of IBL. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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