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dc.contributor.authorWalker, Jane
dc.contributor.authorGant, Valerie
dc.date.accessioned2021-03-23T10:38:24Z
dc.date.available2021-03-23T10:38:24Z
dc.identifierhttps://chesterrep.openrepository.com/bitstream/handle/10034/624373/Practice.%20Social%20Work%20Students%20sharing%20practice%20learning%20experiences%20for%20Chester%20REP.pdf?sequence=1
dc.identifier.citationWalker, J., & Gant, V. (2021 - in press). Social work students sharing practice learning experiences: Critical reflection as process and method. Practice: Social Work in Action, https://doi.org/10.1080/09503153.2021.1902973en_US
dc.identifier.issn0950-3153
dc.identifier.doi10.1080/09503153.2021.1902973
dc.identifier.urihttp://hdl.handle.net/10034/624373
dc.descriptionThis is an Accepted Manuscript of an article published by Taylor & Francis in Practice: Social Work in Action on 14/04/2021, available online: https://doi.org/10.1080/09503153.2021.1902973en_US
dc.description.abstractThis paper offers a commentary regarding the centrality of critical reflection in social work before discussing a research project drawing on a sample of ten social work students as they approached the end of their social work training in one English university. The original intention of the research was to focus solely on students’ perceptions of critical reflection, but when using a more reflexive approach, we identified that participants utilised the focus groups as an opportunity to discuss their practice learning experiences per se before considering and discussing critical reflection. Most students were placed in child protection social work teams and discussed how they felt unprepared for such a fast-paced and stressful environment. Participants felt that the expectations some practitioners had of students were unrealistic, and not always commensurate with the Professional Capabilities Framework. Students highlighted the use of practice scenarios in developing their knowledge and skills particularly when considering their application of critical reflection. This study highlights the significance of adequate preparation for practice and argues for a more focused agenda for future research exploring the culture of learning, including those factors that inhibit students sharing their concerns as well as the training needs of educatorsen_US
dc.publisherRoutledgeen_US
dc.relation.urlhttps://www.tandfonline.com/doi/abs/10.1080/09503153.2021.1902973en_US
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/en_US
dc.subjectSocial Work Educationen_US
dc.subjectPractice Placementsen_US
dc.subjectCritical Reflectionen_US
dc.subjectPractice Educationen_US
dc.subjectSupervisionen_US
dc.subjectSocial Work Studentsen_US
dc.titleSocial Work Students sharing practice learning experiences: Critical reflection as process and method.en_US
dc.typeArticleen_US
dc.identifier.eissn1742-4909en_US
dc.contributor.departmentUniversity of Chesteren_US
dc.identifier.journalPractice: Social Work in Actionen_US
or.grant.openaccessYesen_US
rioxxterms.funderUnfundeden_US
rioxxterms.identifier.projectUnfundeden_US
rioxxterms.versionAMen_US
rioxxterms.licenseref.startdate2022-12-31
dcterms.dateAccepted2021-03-10
rioxxterms.publicationdate2021


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