Abstract
ABSTRACT Social work educators prepare students for practice mostly through field education as the signature pedagogy. However, the COVID-19 pandemic interrupted this standard process. It forced quick decision making to various adaptations of, and innovations in, teaching and learning practice readiness for social work. As countries gradually normalize, some of the innovations induced by the pandemic may continue to enhance and transform graduate students’ readiness for practice. This teaching note discusses the use of cinemeducation as a problem-based learning approach underpinned by constructivist learning theory in teaching practice readiness at the graduate level. It describes several scaffolding activities used and offers suggestions on using cinemeducation methodology for the future teaching of practice readiness in a social work education context.
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