Learning to Teach, Teaching to Learn: A Guide for Aocial Work Field Education

by Carmen Ortiz Hendricks, Jeanne Bertrand Finch, Cheryl L. Franks

Field education is at the heart of social work education. However, for anyone who is a field instructor or for anyone teaching field instructors, there has not been a useful, up-to-date textbook available to guide field instructors for quite some time. Learning to Teach, Teaching to Learn is for field instructors and for students. The book lays out, step-by-step, how to achieve a quality field education experience for both students and field instructors by placing the field instructor student relationship as central to achieving learning goals and objectives. This how-to in field instruction is a book no field instructor or student can go without. Council on Social Work Education We are a nonprofit national association representing individual members and graduate and undergraduate programs of professional social work education. Founded in 1952, this partnership of educational and professional institutions, social welfare agencies, and private citizens is recognized by the Council for Higher Education Accreditation as the sole accrediting agency for social work education in this country. CSWE Press is a niche publisher that addresses the needs of social work educators. Some of our areas of publishing specialty are -The philosophy, theory, and practice of teaching
-The process and evaluation of learning
-The organization and structure of social work education
-Diversity in all forms in social work practice and education
-Social work in multiple contexts

274 pages, Paperback

First published December 1, 2005

Reviews

[Jenny · Rating 2 out of 5]

This was a very dry academic read; I wish it was more accessible instead of 50% citations. Nonetheless a helpful overview of providing social work field instruction, referencing various adult learning styles and how to transition from supervisor to instructor.

I appreciated the shout out for the importance of including group facilitation in practica since this is often an underdeveloped skill set. They identify core skills and knowledge as "the facilitator's role, stages of group development, group process, roles of members, dealing with conflicts and silence, promotion of mutual aid, use of activity, and assessment and evaluation." (p 46)