This book is for busy social workers involved in supporting, enabling and assessing learners in the workplace. It has been written specifically to support those undertaking practice educator awards that meet the staged requirements of the Practice Educator Professional Standards (CSW, 2012), and will provide invaluable guidance and support to social workers who are new to a practice education role. It will also be of interest to more experienced practice educators seeking support to reflect critically on their practice and further develop their professional capability.
Challenging you to take a critical, evidence-informed approach to your thinking and your practice, this easy-to-read book has been updated to include new developments in social work education, with new chapters on building resilience within social work practice and working with marginal and failing learners. All other chapters and reading lists have also been updated, and activities revised to enhance learning.
| Foreword from the Series Editors |
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viii | |
| Introduction: Structure of this book |
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1 | (16) |
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1 Practice educators and work-based learning |
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3 | (14) |
| Part One Domain A: Organise opportunities for the demonstration of assessed competence in practice |
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17 | (38) |
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17 | (4) |
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2 Managing learning: taking a partnership approach |
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21 | (9) |
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3 Effective planning and preparation (Element 1) |
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30 | (10) |
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4 Organising learning (Elements 2-7) |
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40 | (12) |
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Summary of Part One Domain A |
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52 | (3) |
| Part Two Domain B: Enable learning and professional development in practice |
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55 | (46) |
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56 | (3) |
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59 | (13) |
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6 Developing learning objectives |
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72 | (5) |
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7 Considering learning theories |
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77 | (11) |
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8 Designing learning opportunities |
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88 | (12) |
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Summary of Part Two Domain B |
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100 | (1) |
| Part Three Domain C: Manage the assessment of learners in practice |
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101 | (38) |
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102 | (3) |
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9 Understanding the assessment of social work practice |
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105 | (6) |
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10 The assessment process |
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111 | (14) |
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11 Assessment methods and their use in the workplace |
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125 | (11) |
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Summary of Part Three Domain C |
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136 | (3) |
| Part Four Applying learning from Domains AC to address challenging practice situations |
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139 | (32) |
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12 Applying learning from Domains AC to support the development of resilience in learners |
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141 | (9) |
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13 Applying learning from Domains AC when working in marginal or failing placements |
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150 | (21) |
| Part Five Domain D: Effective continuing performance as a practice educator |
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171 | (13) |
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171 | (2) |
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14 Continuing learning and development |
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173 | (10) |
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Summary of Part Five Domain D |
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183 | (1) |
| Conclusion |
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184 | (2) |
| References |
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186 | (8) |
| Index |
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194 | |
Sarah has 15 years experience as a practice teacher both on and off site; eight years experience of developing, leading and delivering Bournemouth University Practice Education Programmes including; the Practice Teaching Programme, Enabling Work Based Learning (as a stand alone programme and within Specialist Awards), and Leading & Enabling Others (within Higher Specialist Awards). Lynne specialises in professional educational development within post-qualifying (PQ) and continuing professional development (CPD) programmes at the National Centre for Post Qualifying Social Work and Professional Practice at Bournemouth University. Here she has helped design and develop a number of units for both health and social care markets. She facilitates learning about critical thinking, professional reasoning and judgement, evidencing professional learning, leading and enabling others, and service improvement methodology. Lynnes professional and research interests focus on the nature and development of professional reasoning and judgement, and her Professional Doctorate has helped create a unique set of assessment criteria for their development and evaluation within academic written work.
