Teaching Note--Teaching Socially Just Culturally Competent Practice Online: Pedagogical Challenges and Lessons Learned during the Pandemic

Autor/inn/en	Lee, Eunjung; Kourgiantakis, Toula; Hu, Ran
Titel	Teaching Note--Teaching Socially Just Culturally Competent Practice Online: Pedagogical Challenges and Lessons Learned during the Pandemic
Quelle	In: Journal of Social Work Education, 57 (2021), S.58-65 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lee, Eunjung) ORCID (Kourgiantakis, Toula)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1043-7797
DOI	10.1080/10437797.2021.1935367
Schlagwörter	Cultural Awareness; Barriers; Social Work; Counselor Training; Virtual Classrooms; COVID-19; Pandemics; Social Justice; Teaching Methods; Elective Courses; Masters Programs; Doctoral Students; Graduate Students; Doctoral Programs; Online Courses; Educational Change; Family Work Relationship; Holistic Approach; Synchronous Communication; Asynchronous Communication; Competency Based Education + Suchen Sie Ihr Suchwort? Cultural identity; Kulturelle Identität; Soziale Arbeit; Soziale Gerechtigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Elective course; Wahlkurs; Magister course; Magisterstudiengang; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Graduate Study; Aufbaustudium; Graduiertenstudium; Hauptstudium; Online course; Online-Kurs; Bildungsreform; Holistischer Ansatz; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode
Abstract	Centering social justice into social work practice is vital to the profession, but both "what" and "how" to accomplish this task are pedagogical challenges in social work education. This teaching note introduces an elective course open to both Master of Social Work and doctoral students to develop holistic competence for socially just and culturally competent social work practice. We describe how the course originally designed in an in-person format was redesigned and adapted to an online format during the COVID-19 pandemic. Another consideration during this transition is how this requires social work students who are adult learners to balance family, work, and school demands while attending virtual classrooms in a personal space during physical distancing. We explain metacompetence and procedural competence, which are two competence dimensions conceptualized in the holistic competence model. Each competence dimension was targeted through a variety of synchronous and asynchronous virtual teaching approaches (e.g., intergroup dialog, digital storytelling, and virtual simulation). While these teaching approaches may be applicable to other online courses, we highlight specific considerations for teaching social justice online. We close with a discussion of challenges and new lessons from teaching social justice in social work practice courses online and provide recommendations for future teaching and research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01