Bridging Class and Field: Field Instructors' and Liaisons' Reactions to Information about Students' Baseline Performance Derived from Simulated Interviews

Autor/inn/en	Bogo, Marion; Lee, Barbara; McKee, Eileen; Ramjattan, Roxanne; Baird, Stephanie L.
Titel	Bridging Class and Field: Field Instructors' and Liaisons' Reactions to Information about Students' Baseline Performance Derived from Simulated Interviews
Quelle	In: Journal of Social Work Education, 53 (2017) 4, S.580-594 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1043-7797
Schlagwörter	Qualitative Research; Teaching Methods; Higher Education; Social Work; Experiential Learning; Graduate Study; Foreign Countries; Simulation; Observation; Skill Development; Self Esteem; Employment Qualifications; Educational Innovation; Semi Structured Interviews; Online Surveys; Theory Practice Relationship; Focus Groups; Competence; Coding; Canada (Toronto) + Suchen Sie Ihr Suchwort? Qualitative Forschung; Teaching method; Lehrmethode; Unterrichtsmethode; Hochschulbildung; Hochschulsystem; Hochschulwesen; Soziale Arbeit; Experiental learning; Erfahrungsorientiertes Lernen; Aufbaustudium; Graduiertenstudium; Hauptstudium; Ausland; Simulation program; Simulationsprogramm; Beobachtung; Kompetenzentwicklung; Qualifikationsentwicklung; Self-esteem; Selbstaufmerksamkeit; Employment qualification; Vocational qualification; Vocational qualifications; Berufliche Qualifikation; Instructional innovation; Bildungsinnovation; Theorie-Praxis-Beziehung; Kompetenz; Codierung; Programmierung
Abstract	To strengthen students' preparation for engaging in field learning, an innovation was implemented to teach and assess foundation-year students' performance prior to entering field education. An Objective Structured Clinical Examination informed the final evaluation of students' performance in two companion courses on practice theory and skills. The evaluation was used by field instructors and students to develop the field learning plan. This article reports on a qualitative study that examined field instructors' and faculty field liaisons' experiences and reactions to using this new approach and its impact in shaping students' field learning goals. Implications for supporting adoption of innovations that strengthen the link between classroom and field teaching are offered, including new institutional policies that resulted from ongoing evaluation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01