Perceptions of Trainee Practice Teachers in Northern Ireland
Assessing Competence and Readiness to Practise during Covid 19
Bibliographic Data
| ID | 12881986 |
|---|---|
| Authors | D MacDermott (0000-0002-6885-629X, Twitter (United States), corresponding author), Caoimhe Harkin-MacDermott |
| Year | 2021 |
| Volume | 33 |
| Issue | 5 |
| Pages | 355-374 |
| Publication date | 2021-04-14 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Practice (JOURNAL) |
| Journal identifiers | ISSN: 1742-4909 • E-ISSN: 0950-3153 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/09503153.2021.1904868 |
| OpenAlex | W3152929227 |
| Language | EN |
| Citations received | 13 |
| References cited | 20 |
The supervision of undergraduate social work students on placement is fundamental to their development as 50% of the BSc (Hons) social work degree in the UK comprises practice learning, which is widely acknowledged as the signature pedagogy of the profession. In Northern Ireland practice learning opportunities are supervised by practice teachers. To ensure a consistent quality and supply of practice teachers a Master’s programme offering approximately 35 places per year is delivered at Ulster University. The trainee practice teachers had to navigate working on the front line through the COVID 19 pandemic, post graduate study and the professional supervision and assessment of undergraduate social work students on placement. This article presents evidence from a small scale qualitative study evaluating the practice teaching programme conducted with 22 trainee practice teachers. Respondents were asked to complete a semi structured online survey. The evaluation sought their perceptions regarding the duality of their unique experience as a gatekeeper to the profession and student managing the unprecedented challenges of assessing the competence of social work students on placement. Several themes emerged including assessing competence, the student experience and support from the practice assessor. A further outcome was the creation of a Peer Learning Bubble Model
Competence (human resources · Coronavirus disease 2019 (COVID-19 · Medical education · Pedagogy · Perception · Political science · Higher Education Practises and Engagement · Interprofessional Education and Collaboration · Medicine · Psychology · Social Work Education and Practice · Social Work
Underperformance and failure in allied health practice placements
Field Education in the Shadow of Covid-19
Teaching note
‘An altruistic act to give back’—the social work practice educator role in Ireland
A degree in uncertainty
The redesign of field placement for social work students during the pandemic. An Italian case study
To fail or not to fail
A chronology of the history and development of social work education in Northern Ireland
Evaluating the Peer Learning Bubble model with social work students on community and voluntary sector placements in Northern Ireland
Neither it had social work components nor experiential”
I don’t think they look at this as an issue’. Exploring the training and development needs of practice educators in social work field education
The Role of Social Work Education in Relation to Empathy and Self-Reported Resilience
Social work virtual
Communities of Practice
Loneliness and Social Isolation in Older Adults during the Covid-19 Pandemic
Race, Class, Ethnicity, and Disaster Vulnerability
Coronavirus Pandemic Calls for an Immediate Social Work Response
Telebehavioral practice basics for social worker educators and clinicians responding to Covid-19
Rethinking feedback practices in higher education
Evaluating an Objective Structured Clinical Examination (OSCE) Adapted for Social Work
Assessing Student Social Workers' Professional Suitability
Learning to Reduce Risk in Child Protection
Running with the Fox and Hunting with the Hounds’
Using social and behavioural science to support Covid-19 pandemic response
Using thematic analysis in psychology
| Citations per year | 3.25 |
|---|---|
| Citation span | 2022 - 2026 (5) |
| Highly cited | No |