Allies in Learning: Critical-Reflective Practice On-line with Allied Mental Health Practitioners.
This paper is a reflection in action using personal examples of student feedback to guide teaching. In 2003, a post-graduate course was developed at Victoria University in New Zealand for occupational therapists and social workers employed in the mental health services. The aim of the programme is t...
| Publicado en: | Social Work Education Vol. 29; no. 1; pp. 67 - 80 |
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| Formato: | Artículo |
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Taylor & Francis Ltd
Feb2010
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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=49140761&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 49140761 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: Feb2010 vid: 29 iid: 1 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 49140761 10.1080/02615470902810876 ppf: 67 ppct: 13 formats: fmt: – @attributes: type: T – @attributes: type: P size: 139KB tig: atl: Allies in Learning: Critical-Reflective Practice On-line with Allied Mental Health Practitioners. aug: au: Pack, Margaret su: Student evaluation of teachers Schools of social work Active learning Occupational training Distance education Problem-based learning Allied mental health personnel sug: subj: Student evaluation of teachers Schools of social work Active learning Occupational training Distance education All Other Miscellaneous Schools and Instruction Administration of Education Programs Vocational Rehabilitation Services Problem-based learning Allied mental health personnel keyword: E-learning Learning Mental Health Students Training E-learning Learning Mental Health Students Training ab: This paper is a reflection in action using personal examples of student feedback to guide teaching. In 2003, a post-graduate course was developed at Victoria University in New Zealand for occupational therapists and social workers employed in the mental health services. The aim of the programme is to provide opportunities for on-the-job learning while recruiting and retaining a skilled allied mental health workforce. The programme is publicly funded for students as part of a national workforce development strategy for mental health professionals. In this article, I reflect upon my first year as co-ordinator of the programme in 2007-2008. Due to my background as a social worker and my familiarity with social work theories of practice, I focus on my theories of teaching from a social work perspective while returning to reflect on themes for the student cohort as a whole. The programme is delivered using distance methods supported by nine days of on-site learning throughout the academic year. A problem-based learning (PBL) approach delivered on the Internet platform, 'Blackboard', enables students to study from their workplaces. The conceptual model of teaching evolved is a process of 'creative attunement' to the learner's world. I conclude by providing examples of the key elements of my teaching/learning model as a 'work in progress'. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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