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dc.contributor.authorBailey-McHale, Julie*
dc.contributor.authorBailey-McHale, Rebecca*
dc.contributor.authorCaffrey, Bridget*
dc.contributor.authorMacleand, Siobhan*
dc.contributor.authorRidgway, Victoria*
dc.date.accessioned2018-04-12T14:12:53Z
dc.date.available2018-04-12T14:12:53Z
dc.date.issued2018-06-21
dc.identifier.citationBailey-McHale,. J., Bailey-McHale, R., Caffrey.B., Maclean.S., Ridgway,V. (2018). Using visual methodology: Social work student's perceptions of practice and the impact on practice educators. Practice, 31(1), 57-74.
dc.identifier.doi10.1080/09503153.2018.1476477
dc.identifier.urihttp://hdl.handle.net/10034/621083
dc.descriptionThis is an Accepted Manuscript of an article published by Taylor & Francis in Practice on 21-6-18, available online: https://doi.org/10.1080/09503153.2018.1476477
dc.description.abstractPractice learning within social work education plays a significant part in students’ educational journey. Little is understood about the emotional climate of placements. This paper presents a small scale qualitative study of 13 social work students’ perceptions of their relationship with a practice educator (PE) and 6 PE’s perceptions of these emotional experiences. Visual methodology was employed over a two-phased research project, first social work students were asked to draw an image of what they thought practice education looked like, phase two used photo eliciation, PEs were then asked to explore the meaning of these images. Results demonstrated that social work students focused on their own professional discourse, the identity of PEs, power relationship and dynamics between themselves and PEs, the disjointed journey and practice education in its entirity. Whilst the PEs shared their personal views of practice education and reflected on this, both groups had a shared understanding of practice education including its values and frustrations. Keywords: social work placements, visual methodology, practice educators
dc.language.isoenen
dc.publisherTaylor & Francisen
dc.relation.urlhttps://www.tandfonline.com/doi/full/10.1080/09503153.2018.1476477en
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/en
dc.subjectsocial work placementsen
dc.subjectvisual methodsen
dc.subjectpractice educatorsen
dc.titleUsing visual methodology: Social work student's perceptions of practice and the impact on practice educators.en
dc.typeArticleen
dc.identifier.eissn1742-4909
dc.contributor.departmentUniversity of Chester; Kirwin Maclean Associates
dc.identifier.journalPractice
dc.date.accepted2018-04-30
or.grant.openaccessYesen
rioxxterms.funderUniversity of Chesteren
rioxxterms.identifier.projectQR granten
rioxxterms.versionAMen
rioxxterms.licenseref.startdate2019-06-21
html.description.abstractPractice learning within social work education plays a significant part in students’ educational journey. Little is understood about the emotional climate of placements. This paper presents a small scale qualitative study of 13 social work students’ perceptions of their relationship with a practice educator (PE) and 6 PE’s perceptions of these emotional experiences. Visual methodology was employed over a two-phased research project, first social work students were asked to draw an image of what they thought practice education looked like, phase two used photo eliciation, PEs were then asked to explore the meaning of these images. Results demonstrated that social work students focused on their own professional discourse, the identity of PEs, power relationship and dynamics between themselves and PEs, the disjointed journey and practice education in its entirity. Whilst the PEs shared their personal views of practice education and reflected on this, both groups had a shared understanding of practice education including its values and frustrations. Keywords: social work placements, visual methodology, practice educators


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