Journal article
Enablers, markers, and aspects of quality innovative placements across distance: insights from a co-operative inquiry
Social Work Education, Vol.42(8), pp.1526-1545
2023
Appears in Recent Faculty of Health Publications
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Abstract
Internationally, COVID-19 has forced educational reform and disrupted already strained social work field education systems. This inquiry began pre-pandemic, responding to placement scarcity, which was only exacerbated by the pandemic as agencies migrated to online service delivery and universities responded to sudden placement cancellations. Educators found themselves navigating two interlinked global trends: 1) workplace learning that was changing radically; and 2) the immediate need to identify and develop placement opportunities. This article presents themes from a co-operative inquiry that interrogated four innovative international placement scenarios from Australia, Canada, Ireland, and New Zealand, highlighting enablers, markers, and aspects of quality learning. The four exemplars evidence the pedagogical challenges and opportunities presented by placement innovation and online learning. These placements reveal how tensions regarding placement scarcity, rapid placement innovation, and the concurrent need to mitigate risk while preserving placement quality were managed. The authors propose that creativity and innovation guided by well-articulated educational principles, learning outcomes, and pedagogical practices, promote the construction of quality placements that transcend potential risks. The challenge moving forward is upholding contemporary approaches to placement teaching and learning that ensure social work students' acquisition of professional knowledge, values and skills that are necessary for practice.
Details
- Title
- Enablers, markers, and aspects of quality innovative placements across distance: insights from a co-operative inquiry
- Creators
- Monica Short - Charles Sturt UniversityCarmel Halton - School of Applied Social Studies, University College Cork, IrelandBrenda Morris - Carleton UniversityJoanne Rose - Fieldwork Coordinator, School of Applied Social Studies, University College Cork,Crossleigh, IrelandLouise Whitaker - School of Arts and Social Sciences, Southern Cross University, Coolangatta, QLD, AustraliaErica Russ - School of Arts and Social Sciences, Southern Cross University, Coolangatta, QLD, AustraliaRobyn Fitzroy - University Centre for Rural HealthCherie Appleton - Human Services and Social Work, Auckland University, New ZealandCarole Adamson - Human Services and Social Work, Auckland University, New ZealandMark Woolven - Sahara Services, Sahara Services, Hornsby, NSW, AustraliaEmma Rush - School of Social Work and Arts, Charles Sturt University Wagga Wagga NSW, AustraliaNicola Ivory - Psychology, Charles Sturt University, Bathurst, NSW, AustraliaLynn Berger - Southern Cross UniversityNatalie Morton - School of Allied Health, Australian Catholic University, Melbourne,VIC, AustraliaRohena Duncombe - Charles Sturt UniversityBill Boyd - Southern Cross University
- Publication Details
- Social Work Education, Vol.42(8), pp.1526-1545
- Publisher
- Routledge
- Identifiers
- 991013020027602368
- Copyright
- © 2022 Informa UK Limited, trading as Taylor & Francis Group.
- Academic Unit
- Faculty of Health; Office of the Vice Chancellor; Social Work
- Language
- English
- Resource Type
- Journal article