A Qualitative Case Study Exploring the Learning Experiences of Self-Directed Social Work Practicum Students
Date
2024-05-23
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Abstract
A qualitative case study methodology was implemented to explore the learning experiences of self-directed social work practicum students within real-world settings. Eight social work students and seven practicum supervisors were included in this study. The research objective focused on a comprehensive understanding of self-directed practicum learning, including the factors that influence, facilitate, and restrict these experiences. The study underscored how these experiences impact students as they acquire the knowledge and skills necessary for future social work practice. The research design, supported by a constructivist paradigm, draws from learning theories relevant to experiential and self-directed learning within social work education and incorporates insights from scholarship on the ethics of care, emphasizing the significance of compassionate and ethical considerations in social work education and practice. This study highlighted the crucial role of reflection in the learning process and within the research itself. The research findings are relevant for field educators, social work students, and other allied professionals. Examining student and supervisor responses about supervised, self-directed social work practicum yielded insights that could inform and enhance educational practices embodying a compassionate, reflective, and self-directed approach to learning and professional development.
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Keywords
Self-directed learning, Experiential learning, Practicum supervision, Reflective practice, Ethics of care, Ethical practice, Compassion, Professional identity, Higher education, Program leadership
Citation
Judge-Stasiak, A. (2024). A qualitative case study exploring the learning experiences of self-directed social work practicum students (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca.