Bridging the Gap: Designing an MSW Curriculum That Integrates Research and Practice

Autor/inn/en	Mancini, Michael A.; Gutierrez, Lorraine M.; Dickinson, Robert; Kim, Juhee
Titel	Bridging the Gap: Designing an MSW Curriculum That Integrates Research and Practice
Quelle	In: Journal of Teaching in Social Work, 41 (2021) 4, S.408-429 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mancini, Michael A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0884-1233
DOI	10.1080/08841233.2021.1958977
Schlagwörter	Masters Programs; Social Work; Counselor Training; Curriculum Design; Theory Practice Relationship; Case Studies; Counseling Techniques; Specialization; Experiential Learning; Models; Teaching Methods; Educational Philosophy; Cooperative Learning; Violence; Social Problems; Racial Bias; Interdisciplinary Approach; Trauma; Interprofessional Relationship; Counselor Client Relationship; Teamwork; Victims; School Community Relationship; Intervention + Suchen Sie Ihr Suchwort? Magister course; Magisterstudiengang; Soziale Arbeit; Lehrplangestaltung; Theorie-Praxis-Beziehung; Case study; Fallstudie; Case Study; Counseling technique; Counselling technique; Counselling techniques; Beratungsmethode; Arbeitsteilige Spezialisierung; Experiental learning; Erfahrungsorientiertes Lernen; Analogiemodell; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsphilosophie; Erziehungsphilosophie; Kooperatives Lernen; Gewalt; Social problem; Soziales Problem; Racial discrimination; Rassismus; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Victim; Opfer
Abstract	Systematic inquiry is an inherent part of social work practice. Despite this fact, social work students and practitioners continue to view research as difficult, intimidating and irrelevant. This disconnect is compounded by a lack of rigorous study on how best to teach research concepts to social work students. One way to bridge this gap is to provide a more robust integration of research principles and practices into the MSW curriculum through practice-based research specializations. Yet, a systematic evaluation of the number and character of these specializations is still lacking. To address this reality, we first review the ways that social workers engage in research as a function of their everyday practice, and discuss how social work curricula can better integrate research as a part of practice. We then provide data on research curricula delivery collected in 2017 from 227 accredited two-year MSW programs in the U.S. that include the number of research specializations and research courses each graduate program offers. Based on these findings we suggest a model that bridges the research-practice divide, and conclude with an illustrative case example. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01