Exploring Vicarious Learning: A Study of Undergraduate Social Work Teaching Assistants

Abstract

Teaching has often been cited as a mechanism to deepen and enhance knowledge acquisition. Teaching assistants, being simultaneously students and teachers, are in a unique position to facilitate their own learning. To date, there is a lack of research related to the vicarious learning process that results from teaching social work theory and clinical practices. This article presents the results of an exploratory study describing the reactions and perceived practice skill attainment of advanced undergraduate and graduate social work students who functioned as teaching assistants. Data were collected through surveys administered to the teaching assistants and include quantitative and qualitative results. Findings indicate that respondents valued the teaching experience because it enhanced clinical social work skill development and reinforced previously acquired knowledge related to the practice of social work. Implications for social work teaching are explored for social work undergraduate and graduate programs.