Abstract

In the context of rapid change in social work practice related to policy, research findings, and theoretical developments, faculty are challenged to prepare students to engage in lifelong learning, a concept that has not been well-articulated in social work education. This article reports on an exploratory study of students,’ social workers,’ and field instructors’ perspectives and experiences of lifelong learning. Based on focus group discussions, findings reveal the multi-faceted nature of lifelong learning, the personal characteristics and motivations of lifelong learners, and the roles of social work faculty and workplace environments in supporting learning. Implications address the roles of instructors and social work programs in giving students and social workers tools and opportunities to engage in continuous learning and professional growth.

Highlights

  • In the context of rapid change in social work practice related to policy, research findings, and theoretical developments, faculty are challenged to prepare students to engage in lifelong learning, a concept that has not been well-articulated in social work education

  • As social work education has shifted from using a knowledge-based curriculum structure to a competency-based structure (Petracchi & Zastrow, 2010a; 2010b), the Council on Social Work Education (CSWE) adopted Educational Policy Assessment Standards (EPAS) to assess the competencies believed to be necessary for effective social work practice

  • The following summarizes each topic explored in the focus groups and the themes that emerged through narrative analysis

Read more

Summary

Introduction

In the context of rapid change in social work practice related to policy, research findings, and theoretical developments, faculty are challenged to prepare students to engage in lifelong learning, a concept that has not been well-articulated in social work education. As social work education has shifted from using a knowledge-based curriculum structure to a competency-based structure (Petracchi & Zastrow, 2010a; 2010b), the CSWE adopted Educational Policy Assessment Standards (EPAS) to assess the competencies believed to be necessary for effective social work practice. These standards include an expectation that students begin their professional lives recognizing that they will need to renew their knowledge and skills continually. These definitions are useful as a foundation for considering how social workers engage in lifelong learning and how educators and others can best promote and facilitate lifelong learning

Methods
Results
Discussion
Conclusion

Talk to us

Join us for a 30 min session where you can share your feedback and ask us any queries you have

Schedule a call

Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.