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Navigating relationships in practice learning: Voices from practice educators.

Yeung, E, Newman, A and Burke, B (2019) Navigating relationships in practice learning: Voices from practice educators. Social Work Education, 40 (3). pp. 412-424. ISSN 0261-5479

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This paper explores the nature and quality of relationships between
social work students and their practice educators and discusses
how practice educators navigate their multifaceted and complex
role in the context of practice learning in England. The data was
drawn from individual interviews with 13 practice educators and
two focus groups with first year MA social work students. The
findings indicate that challenges associated with social differences,
in engaging students in learning, and in initiating critical dialogue
affect the nature and quality of practice learning relationships.
Practice educators need to develop skills, knowledge and confidence to manage the complexities and different demands of their
role. It is also important for practice educators to invest time to
develop and sustain meaningful relationships with students, and to
create a safe space for critical dialogue to take place. A trusting
relationship is fundamental if students and practice educators are
to raise and explore difficult issues.

Item Type: Article
Uncontrolled Keywords: 1302 Curriculum and Pedagogy; 1607 Social Work
Subjects: H Social Sciences > HV Social pathology. Social and public welfare. Criminology
L Education > LB Theory and practice of education
Divisions: Nursing & Allied Health
Publisher: Taylor & Francis (Routledge)
SWORD Depositor: A Symplectic
Date Deposited: 13 Mar 2023 11:07
Last Modified: 13 Mar 2023 11:15
DOI or ID number: 10.1080/02615479.2019.1693533
URI: https://researchonline.ljmu.ac.uk/id/eprint/19034
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