TY - CHAP
T1 - A Critical Review of Practice Education in England
AU - Ixer, Graham
AU - Baginsky, Mary
AU - Manthorpe, Jill
N1 - Publisher Copyright:
© 2022 selection and editorial matter, Rajendra Baikady, Sajid S.M., Varoshini Nadesan, and M. Rezaul Islam; individual chapters, the contributors.
PY - 2022/1/1
Y1 - 2022/1/1
N2 - England has a long tradition of organized and structured teaching and learning in the placement setting for social work programmes. Students value learning in practice as it provides the experience to relate formal knowledge to their growing familiarity with social work practice. This development of praxis is key to ensuring social workers are fit for purpose in beginning their career in social work. However, throughout the history of formal social work education in England a range of changes have t created some damaging and false narratives about the adequacy of social work education. In this chapter we discuss two main changes that have impacted on the quality, consistency and coherence of practice education in England – the first, the regulation of practice education and second, the expansion of employment led routes, moving away from traditional programmes in universities and other higher education providers. As a consequence, we will review some of these changes and possible implications for students’ learning and hope to change the narrative to affirm a more positive approach to the way students learn in practice.
AB - England has a long tradition of organized and structured teaching and learning in the placement setting for social work programmes. Students value learning in practice as it provides the experience to relate formal knowledge to their growing familiarity with social work practice. This development of praxis is key to ensuring social workers are fit for purpose in beginning their career in social work. However, throughout the history of formal social work education in England a range of changes have t created some damaging and false narratives about the adequacy of social work education. In this chapter we discuss two main changes that have impacted on the quality, consistency and coherence of practice education in England – the first, the regulation of practice education and second, the expansion of employment led routes, moving away from traditional programmes in universities and other higher education providers. As a consequence, we will review some of these changes and possible implications for students’ learning and hope to change the narrative to affirm a more positive approach to the way students learn in practice.
UR - http://www.scopus.com/inward/record.url?scp=85138869848&partnerID=8YFLogxK
U2 - 10.4324/9781032164946-26
DO - 10.4324/9781032164946-26
M3 - Chapter
AN - SCOPUS:85138869848
SN - 9781032126074
SP - 324
EP - 336
BT - The Routledge Handbook of Field Work Education in Social Work
PB - Taylor and Francis AS
ER -
