Social Work Educators' Opportunities during COVID-19: A Roadmap for Trauma-Informed Teaching during Crisis

Autor/inn/en	Hitchcock, Laurel Iverson; Báez, Johanna Creswell; Sage, Melanie; Marquart, Matthea; Lewis, Kaitlyn; Smyth, Nancy J.
Titel	Social Work Educators' Opportunities during COVID-19: A Roadmap for Trauma-Informed Teaching during Crisis
Quelle	In: Journal of Social Work Education, 57 (2021), S.82-98 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hitchcock, Laurel Iverson) ORCID (Sage, Melanie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1043-7797
DOI	10.1080/10437797.2021.1935369
Schlagwörter	COVID-19; Pandemics; Social Work; Counselor Training; Crisis Management; Teaching Methods; Educational Change; Distance Education; Blended Learning; Online Courses; Trauma; Educational Quality; Best Practices; Decision Making; Educational Practices; Instructional Design; Student Needs; Counselor Educators; College Students; Psychological Patterns; Course Content; College Faculty; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Soziale Arbeit; Krisenmanagement; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsreform; Distance study; Distance learning; Fernunterricht; Online course; Online-Kurs; Quality of education; Bildungsqualität; Decision-making; Entscheidungsfindung; Bildungspraxis; Lesson concept; Lessonplan; Unterrichtsentwurf; Collegestudent; Kursprogramm; Fakultät; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	The COVID-19 pandemic of 2020 resulted in major disruption for social work education, as many teachers and programs shifted from on-campus classes to remote or blended teaching using digital technologies. Social work educators have an opportunity to apply the lessons learned from the COVID-19 pandemic to meet the needs of students and communities in ways that are grounded in our professional values. Due to the pandemic, many students and faculty were learning and teaching via online education for the first time and managing personal and community trauma. The purpose of this article is to provide social work educators with a practical, theory-informed approach that supports an unexpected switch to crisis teaching in times of extended crisis, to maintain quality education, and move toward best practices gleaned from trauma-informed approaches. We describe theoretical frameworks that can inform educational practices and decision making in times of disruption. Then we offer trauma-informed teaching and learning principles and technology-mediated strategies for best practices in crisis course design and delivery. We share practical strategies for the delivery of social work education that are especially needed in times of disruption. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01