Teaching note
Personal attack or the personal touch? Evaluating the use of video feedback methods with qualifying social workers
Bibliographic Data
| ID | 11444585 |
|---|---|
| Authors | Louise Isham (0000-0002-3660-1073, University of Birmingham, corresponding author), Kelly Tighe (University of Birmingham), Sarah-Jane Fenton (0000-0001-9751-6262, University of Birmingham) |
| Year | 2025 |
| Volume | 44 |
| Issue | 5 |
| Pages | 1036-1046 |
| Publication date | 2025-07-04 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Social Work Education (JOURNAL) |
| Journal identifiers | ISSN: 0261-5479 • E-ISSN: 1470-1227 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02615479.2024.2358837 |
| OpenAlex | W4399167407 |
| Language | EN |
| Citations received | 1 |
| References cited | 19 |
Social work skills such as the ability to reflect on self and to recognize and manage emotions are fostered in part through using and receiving feedback, however there is limited research about feedback methods that effectively enable social work students and post-qualifying workers to engage with the emotional aspects of learning and feedback. This teaching note reports on a pilot project in which video feedback on academic assignments was provided to first year undergraduate social work students studying at a university in England. The project findings underscore the importance of engaging with the emotional dimensions of feedback processes and recognizing how feedback experiences can shape emerging learner and professional identities. The findings also underline the psychological and social skills required to engage in more performative aspects of contemporary education and practice. We argue that social work students are likely to benefit from support to develop meta-cognition (the process of thinking about one’s thinking processes) and self-regulation (regulation of emotion and behavior) skills before they can make sense of academic and practice-orientated feedback. Video feedback on academic assignments is therefore best utilized when it is underpinned by a dialogical approach to teaching and learning in the ‘classroom’ and the ‘field’
Internet privacy · Medical education · Political science · Video feedback · Applied Psychology · Computer Science · Evaluation and Performance Assessment · Interprofessional Education and Collaboration · Law · Medicine · Psychology · Research in Social Sciences · Social Work
Designing Effective Feedback Processes in Higher Education
International Handbook of Emotions in Education
Avoiding Seeking Help in the Classroom
Balancing Technology, Pedagogy and the New Normal
‘If you don’t have a relationship with your tutor…you don’t care about the subject’
How do statutory social workers respond to feedback on their practice? A small scale study undertaken in children’s services of three English local authorities
The development of student feedback literacy
Revealing the Hidden Curriculum in Higher Education
Investigating Self-Regulation and Motivation
| Citations per year | 1 |
|---|---|
| Citation span | 2025 - 2025 (1) |
| Highly cited | No |