Teaching Note--Preparing Advanced Standing Students for Social Work Practice

Autor/inn/en	Kourgiantakis, Toula; Sewell, Karen M.; Sanders, Jane; Craig, Shelley; Bogo, Marion
Titel	Teaching Note--Preparing Advanced Standing Students for Social Work Practice
Quelle	In: Journal of Social Work Education, 58 (2022) 4, S.780-786 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kourgiantakis, Toula) ORCID (Sewell, Karen M.) ORCID (Sanders, Jane) ORCID (Craig, Shelley) ORCID (Bogo, Marion)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1043-7797
DOI	10.1080/10437797.2021.1963897
Schlagwörter	Advanced Students; Counselor Training; Social Work; Teaching Methods; Masters Programs; Graduate Students; Undergraduate Students; Alignment (Education); Seminars; Instructional Innovation; Simulation + Suchen Sie Ihr Suchwort? Fortgeschrittener; Soziale Arbeit; Teaching method; Lehrmethode; Unterrichtsmethode; Magister course; Magisterstudiengang; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Seminar; Educational Innovation; Bildungsinnovation; Simulation program; Simulationsprogramm
Abstract	There have been longstanding debates about Master of Social Work (MSW) Advanced Standing programs. Many schools of social work offer Advanced Standing status to students with a Bachelor of Social Work (BSW) that allows students to enter directly into a concentrated and specialized second year of the MSW program. There are arguments that BSW programs are not equivalent to the foundational year of the MSW and do not adequately prepare students for entry into specialized programs and direct social work practice. This teaching note describes a bridging Advanced Standing Practice Seminar developed to prepare Advanced Standing students for competent direct social work practice using innovative teaching methods, such as simulation-based learning. Implications for social work education and practice are presented. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01