Placement training and learning outcomes in social work education
Bibliographic Data
| ID | 4096555 |
|---|---|
| Authors | Joakim Caspersen (0000-0001-9864-7862, NTNU Samfunnsforskning), Jens-Christian Smeby (0000-0001-6111-1335, OsloMet – Oslo Metropolitan University, corresponding author) |
| Year | 2021 |
| Volume | 46 |
| Issue | 12 |
| Pages | 2650-2663 |
| Publication date | 2021-12-02 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Studies in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0307-5079 • E-ISSN: 1470-174X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/03075079.2020.1750583 |
| OpenAlex | W3017936214 |
| Language | EN |
| Citations received | 9 |
| References cited | 48 |
Field placement has traditionally been an important component of professional and vocational education programmes, and there is a growing interest in workplace experience in higher education programmes in general. In this article, we examine the direct and the indirect links between classroom preparation for placement, placement quality and programme coherence, and the development of student learning outcomes (general competence, knowledge and skills). Using a longitudinal survey of social work students, combined with data from national registers, we find that programme coherence has a direct positive impact on all three types of learning outcomes, classroom preparation for placement has a positive direct impact on knowledge and general competence, while placement quality only indirectly relates to student learning outcomes and is mediated by programme coherence. Placement quality is therefore important, but its positive impact on learning outcomes depends on whether it has a spillover effect on students’ experience of programme coherence
Higher education · Mathematics education · Medical education · Pedagogy · Political science · Higher Education and Employability · Higher Education Learning Practices · Innovative Education and Learning Practices · Medicine · Psychology
Pandemic Road Map
An attribute-based framework for students' motivation to join an HEI
Work placement learning and students' readiness for school-to-work transition
Lifelong learning and personal learning environments
When ChatGPT meets classical management theories
Work Placement Supervisor Support and Students’ Proactive Career Behaviors
Using Enquiry Action Learning to help students understand their decision-making
The mediating role of self-regulatory emotions in the relationship between peer coaching and student learning in higher education
Preparing students for Adei praxis
Achieving Competence in Social Work through Field Education
Self-efficacy, goal orientations and learning strategies as mediators between preceding and subsequent academic achievement
Novice teachers and how they cope
Factors affecting students’ self-efficacy in higher education
Field Education for Clinical Social Work Practice
Self-Efficacy Beliefs in Academic Settings
Developing pre-professional identity in undergraduates through work-integrated learning
Field Education as the Signature Pedagogy of Social Work Education
Reframing Professional Development Through Understanding Authentic Professional Learning
Self-Efficacy
Self-efficacy
Achieving competence in social work through field education
Clashing epistemologies
What Are They Really Doing?” An Exploration of Student Learning Activities in Field Placement
Creating a Standardised Teaching and Learning Framework for Social Work Field Placements
Student Satisfaction with Models of Field Placement Supervision
Forms of knowledge and curriculum coherence
The million-dollar question
Constructing Coherence
Do work placements improve final year academic performance or do high-calibre students choose to do work placements
Employability skill development in work-integrated learning
Unpacking the learning-work nexus
WIL curriculum design and student learning
The impact of work placements on skills development and career outcomes for business and management graduates
Situated Learning
| Unique citing works | 9 |
|---|---|
| Citations per year | 1,8 |
| Citation span | 2021 - 2025 (5) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 6 |