Facilitating practice learning and assessment: the influence of relationship

Lefevre, Michelle (2005) Facilitating practice learning and assessment: the influence of relationship. Social Work Education, 24 (5). pp. 1-19. ISSN 0261-5479

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Abstract

Practice learning has moved to centre stage in the new Degree in Social Work in England,Wales and Northern Ireland with a 35% increase in placement days. This increase has proved a challenge to existing structures and new models are developing. Student perspectives need to be taken into account. The nature and impact of the relationships formed between social work students and their practice teachers should be one area of focus, as the literature has already highlighted the significance of this relationship in the creation of the learning environment and the development of relationship competency. Findings are presented here from a small scale empirical study into subjective student perceptions of the nature of these relationships and their significance to (a) studentlearning and (b) accuracy of summative assessment. The implications of these findings for practice learning are considered.

Item Type: Article
Additional Information: Peer reviewed Reports on a small scale empirical study into student perceptions of relationships, the significance and influence of which have been under-reported in the past Provides original and significant findings, with high relevance for education practice
Schools and Departments: School of Education and Social Work > Social Work and Social Care
Depositing User: Michelle Lefevre
Date Deposited: 06 Feb 2012 20:36
Last Modified: 06 Feb 2012 22:00
URI: http://sro.sussex.ac.uk/id/eprint/26966
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