Team Teaching in Social Work Education: A Pedagogical Approach to Modeling Inclusion

Abstract

Team Teaching in Social Work Education: A Pedagogical Approach to Modeling Inclusion Luis O. Curiel , MSW, LCSW; Wendy Ashley , Psy.D, LCSW Abstract Innovation in social work education and practice is necessary to ensure adequate preparation of MSW students entering the profession.As MSW students enter micro, mezzo, and macro practice settings, there is a growing need forsocialworkeducation to enhance inclusive representation—beginning in the classroom.MSW students from increasingly diverse backgrounds need intersectional modeling and representation to learn how to integrateacademic theoretical social work skills with their personal livedexperiences.Restructuring traditional single teacher classrooms to construct team-teaching partnerships promotes pedagogical innovation, creates intersectional visibility, and prepares students for inclusive practices in the profession (Dill, Shera & Webber, 2017). This study surveyed Masters of Social Work (MSW) students (n = 237) in courses co- taught by instructors differing in intersectional identities, skills, and experiences.While team-teaching activated anxiety insomestudentsdue to uncertainty and ambivalence,most reflected thestrengths they identified as engagement, diverse perspectives, collaboration, and communication they saw modeled by their instructors. This research validates team teaching (or co-teaching) as an opportunity for the provisionof innovative pedagogy while promoting inclusion and collaborative representation. Full Text: PDF DOI: 10.15640/jssw.v8n1a4