Abstract
This paper reports on a survey of MSW field directors in the United States. Results indicate that in some areas there is similarity between field programs, such as field training and orientation, and the student placement process. There was great variety between field programs in the areas of student field requirements, student field credits, and field liaison faculty status. Most field programs report adequate resources but a significant minority report a lack of resources. The benefits of increasing specificity of mandated standards at the cost of lessened program flexibility is discussed.
Highlights
Social work field instruction has evolved from an apprenticeship model early in its history to an educationally-focused model in which experienced professionals are selected as field instructors to help students achieve the educational objectives of the field program (Bogo, 2005; Frumkin & Lloyd, 1995)
According to the Educational Policy and Accreditation Standards (EPAS) of the Council on Social Work Education (CSWE) field instruction is seen as the signature pedagogy of social work (EPAS, CSWE, 2008)
This study explores the following research questions: What are the common student field placement practices? How do field offices meet the CSWE requirement to provide field instructor orientation and training? How is the field component implemented? This study collects basic program data on aspects of the field component that have not been previously examined
Summary
Social work field instruction has evolved from an apprenticeship model early in its history to an educationally-focused model in which experienced professionals are selected as field instructors to help students achieve the educational objectives of the field program (Bogo, 2005; Frumkin & Lloyd, 1995). The field experience is where and when students connect the theoretical concepts learned in the classroom with the practical aspects of service provision while gaining an appreciation for the breadth and depth of the many roles that a social worker performs. This approach is compatible with John Dewey’s philosophy of progressive education in which students learn by doing (Scannell & Simpson, 1996). Signature pedagogy is defined as “the central form of instruction and learning in which a profession socializes its students to perform the role of practitioner” and its purpose is to “connect the theoretical and conceptual contribution of the classroom with the practical world of the practice setting” (EPAS, 2.3, CSWE, 2008)
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