Simulation: social work education in a third place.
The curriculums of social work education are traditionally divided, with professional and theoretical knowledge taught largely in the classrooms of academia, whilst practical skills and experience are developed mostly in workplace settings. This paper locates simulation in Lev Vygotsky's sociocultur...
| Publicado en: | Social Work Education Vol. 42; no. 6; pp. 917 - 935 |
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| Autores principales: | , , |
| Formato: | Artículo |
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Taylor & Francis Ltd
Sep2023
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| 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=171339748&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 171339748 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: Sep2023 vid: 42 iid: 6 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 171339748 10.1080/02615479.2021.1991908 ppf: 917 ppct: 18 formats: fmt: – @attributes: type: T – @attributes: type: P size: 606KB tig: atl: Simulation: social work education in a third place. aug: au: Meredith, Cathryn Heslop, Philip Dodds, Christina affil: Department of Social Work, Education and Community Wellbeing, The University of Northumbria at Newcastle, Newcastle Upon Tyne, UK su: United Kingdom Freire, Paulo, 1921-1997 Social work education Sociocultural theory Higher education Simulation methods & models sug: subj: Social work education Sociocultural theory Higher education United Kingdom Other Individual and Family Services Simulation methods & models Freire, Paulo, 1921-1997 keyword: pedagogy practice learning Simulation theory to practice zone of proximal development pedagogy practice learning Simulation theory to practice zone of proximal development ab: The curriculums of social work education are traditionally divided, with professional and theoretical knowledge taught largely in the classrooms of academia, whilst practical skills and experience are developed mostly in workplace settings. This paper locates simulation in Lev Vygotsky's sociocultural theory and Paulo Freire's pedagogy, considering its potential to offer social work education a third place, complementary to, yet unique and distinct from the first place of academy and the second place of placement. The authors present findings from the first stage of their evaluation of the introduction of simulation to social work curriculums at a UK university. Narrative responses are presented across six, overarching themes: the pedagogical approach; authenticity; engineered failure; applying theory in practice; developing practice skills; reflection and feedback. The data demonstrates that respondents valued opportunities for deliberate practice which enabled them to experience emotional responses and learn from their mistakes without negative consequence. Although these findings predate COVID 19, they are ever-more relevant as social work education reconsiders how to reach, teach, and engage social work students during the pandemic and beyond. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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