Academia and Agency: An Analysis of Social Work Practicum Experiences.
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| Title: | Academia and Agency: An Analysis of Social Work Practicum Experiences. |
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| Language: | English |
| Authors: | Epstein, Howard V. |
| Availability: | Mr. Howard V. Epstein, Georgia State University, Department of Social Work, Atlanta, GA 30303-3091. |
| Peer Reviewed: | N |
| Page Count: | 27 |
| Publication Date: | 1984 |
| Document Type: | Reports - Research |
| Descriptors: | College Faculty, College Role, Educational Cooperation, Experiential Learning, Graduate Students, Higher Education, Practicum Supervision, Practicums, Social Work, Student Evaluation, Supervisors, Teacher Attitudes, Theory Practice Relationship |
| Geographic Terms: | U.S.; Georgia |
| Abstract: | Social work education requires a relationship between academia and agency. The practicum has long been used to give students a balanced education. To study the perceptions of practicum field instructors about the school's graduate level practicum, questionnaires were sent to 163 field instructors for the University of Georgia's School of Social Work. The results from the 67 respondents (representing a 41% return rate) revealed that, concerning their relationship to the school, over two-thirds of respondents reported having participated in an orientation to the practicum and 88% indicated that they knew the practicum objectives. Concerning student preparation, 57% reported that students they had worked with were prepared for the practicum. Respondents identified 24 distinct areas of knowledge and skills that students should have, giving high priority to interviewing skills and knowledge of human development and behavior. In the area of student evaluation, 58 respondents reported having sufficient information for valid assessments of their students, with data being obtained through conferences, observation, tapes, written recordings, student self-evaluations, and meetings with faculty liaisons. Concerning the role of the faculty and the school, respondents called for greater assistance from faculty on helping to define individualized educational goals, in being more accessible, on demonstrating knowledge of practice settings, and in being able to assist in the integration of theory and practice. (NB) |
| Journal Code: | RIEDEC1987 |
| Entry Date: | 1987 |
| Accession Number: | ED284116 |
| Database: | ERIC |
| Abstract: | Social work education requires a relationship between academia and agency. The practicum has long been used to give students a balanced education. To study the perceptions of practicum field instructors about the school's graduate level practicum, questionnaires were sent to 163 field instructors for the University of Georgia's School of Social Work. The results from the 67 respondents (representing a 41% return rate) revealed that, concerning their relationship to the school, over two-thirds of respondents reported having participated in an orientation to the practicum and 88% indicated that they knew the practicum objectives. Concerning student preparation, 57% reported that students they had worked with were prepared for the practicum. Respondents identified 24 distinct areas of knowledge and skills that students should have, giving high priority to interviewing skills and knowledge of human development and behavior. In the area of student evaluation, 58 respondents reported having sufficient information for valid assessments of their students, with data being obtained through conferences, observation, tapes, written recordings, student self-evaluations, and meetings with faculty liaisons. Concerning the role of the faculty and the school, respondents called for greater assistance from faculty on helping to define individualized educational goals, in being more accessible, on demonstrating knowledge of practice settings, and in being able to assist in the integration of theory and practice. (NB) |
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