Implementation of Practice-Based Research in Social Work Education

Auteurs-es

  • Nina Frampton University of Calgary
  • Angelique Jenney University of Calgary
  • Jessica Shaw University of Calgary

DOI :

https://doi.org/10.11575/pplt.v4i.68842

Résumé

Research is an integral component of social work education, yet social work students often experience considerable fear and anxiety when faced with the prospect of engaging in research and research-related activities. Student reluctance towards research can cause significant challenges for social work educators. Literature suggests that certain pedagogical practices can increase engagement and improve student learning outcomes, such as integrating experiential practice components and creating practical opportunities for students to apply their classroom knowledge to real life settings. This paper describes the development and implementation of practice-based research curricula and practica in the Faculty of Social Work at the University of Calgary to enhance student experiential learning.

Bibliographies de l'auteur-e

Nina Frampton, University of Calgary

Nina Frampton holds bachelor’s degrees in both Engineering and Psychology (Hons), and works as a Research Coordinator in the Faculty of Social Work, University of Calgary. Nina has previously conducted research on adverse childhood experiences and depression, and was awarded two NSERC USRA grants for research on language development in children.

Angelique Jenney, University of Calgary

Dr. Angelique Jenney, PhD, RSW, is an Assistant Professor and the Wood’s Homes Research Chair in Children’s Mental Health in the Faculty of Social Work at the University of Calgary. Dr. Jenney has 20 years’ experience in intervention and prevention services within the children’s mental health sector.

Jessica Shaw, University of Calgary

Dr. Jessica Shaw is an assistant professor with the Faculty of Social Work at the University of Calgary. As an advocate of reflexive practice and critical pedagogy, her work in the classroom and in the community centers around disrupting power dynamics by leaning into uncomfortable conversations.

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Publié-e

2020-02-24

Numéro

Vol. 4 (2020)

Rubrique

Curriculum Development and Mapping: Experiential Learning Considerations

Licence

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