A Theory-Mindedness Approach: Eliminating the Need for a Gap in Baccalaureate Education

Autor/inn/en	Miller, Shari E.; Skinner, Jeffrey F.
Titel	A Theory-Mindedness Approach: Eliminating the Need for a Gap in Baccalaureate Education
Quelle	In: Journal of Teaching in Social Work, 33 (2013) 3, S.280-296 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0884-1233
DOI	10.1080/08841233.2013.795206
Schlagwörter	Social Work; Professional Education; Theory Practice Relationship; Undergraduate Students; College Instruction; Instructional Innovation; Critical Thinking; Case Method (Teaching Technique); Instructional Effectiveness; Mixed Methods Research + Suchen Sie Ihr Suchwort? Soziale Arbeit; Berufsausbildung; Theorie-Praxis-Beziehung; Hochschullehre; Educational Innovation; Bildungsinnovation; Kritisches Denken; Case method; Fallmethode; Unterrichtserfolg
Abstract	Social work educators have been grappling for years with the continually challenging notion of the "integration of theory and practice" and the converse concept, the "gap between theory and practice." This article posits the utility of a theory-mindedness approach to learning and practice as an alternative conceptualization that attenuates the need to focus resources on the "gap" and how to close or narrow it. An innovative classroom-based approach designed to facilitate the development of theory-mindedness among three cohorts of undergraduate social work majors poised to begin their senior field practicum year is described. The impetus for and background of the project are discussed, along with a description of the model for facilitating the development of theory-mindedness. Preliminary data designed to qualitatively and quantitatively evaluate the effectiveness of the approach are provided. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10