Publication Cover
Social Work Education
The International Journal
Volume 43, 2024 - Issue 2
1,873
Views
1
CrossRef citations to date
0
Altmetric
Research Articles

Learning about social work research through field placements as a stepping stone to a career in academia

, ORCID Icon, , , &
Pages 261-277 | Received 31 Jan 2022, Accepted 31 May 2022, Published online: 09 Jun 2022

References

  • Allan, J., Briskman, L., & Pease, B. (Eds.). (2009). Critical social work: Theories and practices for a socially just world (2nd ed.). Allen & Unwin.
  • Australian Association of Social Workers. (2014). Supervision Standards - 2014. https://www.aasw.asn.au/document/item/6027
  • Barton, H., Bell, K., & Bowles, W. (2005). Help or hindrance? Outcomes of social work student placements. Australian Social Work, 58(3), 301–312. https://doi.org/10.1111/j.1447-0748.2005.00222.x
  • Braun, V., & Clarke, V. (2019). Reflecting on reflexive thematic analysis. Qualitative Research in Sport, Exercise and Health, 11(4), 589–597. https://doi.org/10.1080/2159676X.2019.1628806
  • Braun, V., & Clarke, V. (2021). One size fits all? What counts as quality practice in (reflexive) thematic analysis? Qualitative Research in Psychology, 18(3), 328–352. https://doi.org/10.1080/14780887.2020.1769238
  • Chakradhar, K. (2018). Forging and sustaining research-minded professionals: Teaching undergraduate research through student-community partnerships. Social Work Education, 37(4), 428–441. https://doi.org/10.1080/02615479.2017.1420769
  • Fook, J. (2015). Reflexive practice and critical reflection. In J. Lishman (Ed.), Handbook for practice learning in social work and social care: Knowledge and theory (3rd ed., pp. 440–471). Jessica Kingsley Publishers.
  • Freire, P. (1970). Pedagogy of the oppressed. The Continuum Publishing Corporation.
  • Hair, H. J. (2014). Power relations in supervision: Preferred practices according to social workers. Families in Society, 95(2), 107–114. https://doi.org/10.1606/1044-3894.2014.95.14
  • Hall, N. (2015). Delineating the learning process in generating a research culture among undergraduate social work students: A case study of student participation in an academic conference. Social Work Education, 34(7), 829–845. https://doi.org/10.1080/02615479.2015.1072709
  • Hearn, C., Short, M., & Healy, J. (2014). Social work field education: Believing in students who are living with a disability. Disability & Society, 29(9), 1343–1355. https://doi.org/10.1080/09687599.2014.935296
  • Hewson, J. A., Walsh, C. A., & Bradshaw, C. (2010). Enhancing social work research education through research field placements. Contemporary Issues in Education Research (CIER), 3(9), 7–16. https://doi.org/10.19030/cier.v3i9.230
  • Hezlett, S. A., & Gibson, S. K. (2007). Linking mentoring and social capital: Implications for career and organization development. Advances in Developing Human Resources, 9(3), 384–411. https://doi.org/10.1177/1523422307304102
  • Holman Jones, S. (2016). Living bodies of thought: The “critical” in critical autoethnography. Qualitative Inquiry, 22(4), 228–237. https://doi.org/10.1177/1077800415622509
  • Lam, C. M., Wong, H., & Leung, T. T. F. (2006). An unfinished reflexive journey: Social work students’ reflection on their placement experiences. British Journal of Social Work, 37(1), 91–105. https://doi.org/10.1093/bjsw/bcl320
  • Ledger, S., Hillman, W., Harreveld, B., & de Warren, D. (2017). Field education as signature pedagogy: Insights for Australian social work. Advances in Social Work and Welfare Education, 19(1), 62–70. https://doi.org/10.3316/aeipt.221452
  • Lu, J. J., D’Angelo, K. A., & Willett, J. (2019). Learning through teaching: A study of social work PhD students in their roles as educators and learners of research. Journal of Social Work Education, 55(1), 128–140. https://doi.org/10.1080/10437797.2018.1508390
  • Lynch, S., & Kuntz, A. (2019). A critical autoethnography of a doctoral students’ research journey: Learning to take risks in the academy. Curriculum Studies in Health and Physical Education, 10(2), 156–171. https://doi.org/10.1080/25742981.2019.1588762
  • Lyter, S. C. (2012). Potential of field education as signature pedagogy: The field director role. Journal of Social Work Education, 48(1), 179–188. https://doi.org/10.5175/JSWE.2012.201000005
  • McKnight, L., & O'Mara, J. (2017). Supervisory scratchings: Critical autoethnography complicating “process” in doctoral supervision. Journal of Curriculum and Pedagogy, 14(2), 106–115. https://doi.org/10.1080/15505170.2017.1312642
  • Morgenshtern, M., Freymond, N., Hong, L., Adamowich, T., & Duffie, M. A. (2015). Researcher? Social worker? “Let us be both”: Exploring the binaries that condition graduate social work research training. Procedia - Social and Behavioral Sciences, 191, 2002–2007. https://doi.org/10.1016/j.sbspro.2015.04.607
  • Morley, C. (2008). Developing critical reflection as a research methodology. In P. Liamputtong & J. Rumbold (Eds.), Knowing differently: An introduction to experiential and arts-based research methods (pp. 245–326). Nova Science Publishers.
  • Morley, C., & Clarke, J. (2020). From crisis to opportunity? Innovations in Australian social work field education during the COVID-19 global pandemic. Social Work Education, 39(8), 1048–1057. https://doi.org/10.1080/02615479.2020.1836145
  • Noble, C. (2001). Researching field practice in social work education: Integration of theory and practice through the use of narratives. Journal of Social Work, 1(3), 347–360. https://doi.org/10.1177/146801730100100307
  • Reed Danahay, D. (2017). Bourdieu and critical autoethnography: Implications for research, writing, and teaching. International Journal of Multicultural Education, 19(1), 144–154. https://doi.org/10.18251/ijme.v19i1.1368
  • Satka, M., Kääriäinen, A., & Yliruka, L. (2016). Teaching social work practice research to enhance research-minded expertise. Journal of Teaching in Social Work, 36(1), 84–101. https://doi.org/10.1080/08841233.2016.1128779
  • Thomas, R. L., Chiarelli-Helminiak, C. M., Barrette, K., & Ferraj, B. (2016). Engaging MSW students in faculty research: Students’ perspectives of involvement in a program evaluation. Journal of Teaching in Social Work, 36(3), 275–288. https://doi.org/10.1080/08841233.2016.1176981
  • Tsui, M., O’Donoghue, K., Boddy, J., & Pak, C. (2017). From supervision to organisational learning: A typology to integrate supervision, mentorship, consultation and coaching. British Journal of Social Work, 47(8), 2406–2420. https://doi.org/10.1093/bjsw/bcx006
  • Turner, G. W., & Crane, B. (2016). Teaching and learning qualitative methods through the dissertation advising relationship: Perspectives from a professor and a graduate. Qualitative Social Work, 15(3), 346–362. https://doi.org/10.1177/1473325015626260
  • Turner, G. W., Pelts, M. D., & Thompson, M. G. (2017). Breaking taboos: The power of group work for first-generation scholars. Social Work with Groups, 40(1–2), 168–173. https://doi.org/10.1080/01609513.2015.1069114
  • Wayne, J., Bogo, M., & Raskin, M. (2010). Field education as the signature pedagogy of social work education. Journal of Social Work Education, 46(3), 327–339. https://doi.org/10.5175/JSWE.2010.200900043
  • Williamson, S., Hostetter, C., Byers, K., & Huggins, P. (2010). I found myself at this practicum: Student reflections on field education. Advances in Social Work, 11(2), 235–247. https://doi.org/10.18060/346
  • Wilson, P. P., Valentine, D., & Pereira, A. (2002). Perceptions of new social work faculty about mentoring experiences. Journal of Social Work Education, 38(2), 317–332. https://doi.org/10.1080/10437797.2002.10779100
  • Wood, C. A. (2017). My story of Sal: A critical self-reflective autoethnography revealing whiteness in the classroom. International Journal of Multicultural Education, 19(1), 41. https://doi.org/10.18251/ijme.v19i1.1264