期刊名称：The Journal of Practice Teaching and Learning
印刷版ISSN：1746-6113
出版年度：2012
卷号：7
期号：1
页码：50-66
DOI：10.1921/jpts.v7i1.343
语种：English
出版社：Whiting & Birch Ltd
摘要：Fieldwork education is a crucial component of social work education. Many social work students regard their placement experiences as the most profound learning experiences of their studies. The students undertake their field placements in a diverse range of organisational contexts, and in so doing perform a myriad of tasks, adopt a variety of roles, implement a range of practices, and engage with numerous people. Needless to say, social work students have a rich set of learning opportunities within such diversity. An important part of the fieldwork process is the development of learning plans; these plans guide and direct the students’ roles, tasks and learning, and are often an important framework by which assessment of competency and learning takes place. However, learning plans presuppose a logical and conceptual clarity, which needs to be learned if they are to be functional and effective documents. This then poses many challenges in relation to how students might develop a learning plan for fieldwork. This paper explores some of the problems, and offers practical guidance, for students and fieldwork educators to develop rational learning plans in diverse and complex contexts.
