Developing Perceptions of Competence during Practice Learning / Jonathan Parker in The british journal of social work, 36/6 (oct. 2006)

Public ISBD [article]  inThe british journal of social work > 36/6 (oct. 2006) . - pp. 1017-1036 Titre : Developing Perceptions of Competence during Practice Learning Type de document : texte imprimé Auteurs : Jonathan Parker, Auteur Editeur : Oxford : Oxford university press - GB - Oxford Année de publication : 2006 Article en page(s) : pp. 1017-1036 Langues : Français (fre) Catégories : Cardijn Compétence # Formation # Travail social TS Apprentissage # Education Mots-clés : Apprentissage  Travail social  Education  Formation  Compétence Résumé : "Practice learning is central to the changes in social work education in the UK but the evidence-base indicating why this should be has not been rigorously examined. Studies of effectiveness conducted to date centre predominantly on the satisfaction of participants, relationships between teachers, supervisors or fieldwork educators and students, educational opportunities and developing aspects of competence. This paper explores the concept of perceived self-belief or self-efficacy as an indicator of development of competence during practice learning, examining whether self-beliefs in student competency do increase during placement and considering how this might be harnessed to enhance the experience and effectiveness of it. Findings from the study described indicate that student perceptions of competence in relation to particular future performance do increase from pre- to post-test during practice learning, suggesting that practice is effective in this respect and the concept of self-belief can be utilized to challenge and extend student competence or identify areas for further work and development. However, the mechanisms by which these perceptions develop are not clear and further research into practice learning is warranted given the prominence accorded to it in social work education." Permalink : http://cdocs.helha.be/pmblln/opac_css/index.php?lvl=notice_display&id=12295 [article] Developing Perceptions of Competence during Practice Learning [texte imprimé] / Jonathan Parker, Auteur . - Oxford : Oxford university press - GB - Oxford, 2006 . - pp. 1017-1036. Langues : Français (fre) in The british journal of social work > 36/6 (oct. 2006) . - pp. 1017-1036 Catégories : Cardijn Compétence # Formation # Travail social TS Apprentissage # Education Mots-clés : Apprentissage  Travail social  Education  Formation  Compétence Résumé : "Practice learning is central to the changes in social work education in the UK but the evidence-base indicating why this should be has not been rigorously examined. Studies of effectiveness conducted to date centre predominantly on the satisfaction of participants, relationships between teachers, supervisors or fieldwork educators and students, educational opportunities and developing aspects of competence. This paper explores the concept of perceived self-belief or self-efficacy as an indicator of development of competence during practice learning, examining whether self-beliefs in student competency do increase during placement and considering how this might be harnessed to enhance the experience and effectiveness of it. Findings from the study described indicate that student perceptions of competence in relation to particular future performance do increase from pre- to post-test during practice learning, suggesting that practice is effective in this respect and the concept of self-belief can be utilized to challenge and extend student competence or identify areas for further work and development. However, the mechanisms by which these perceptions develop are not clear and further research into practice learning is warranted given the prominence accorded to it in social work education." Permalink : http://cdocs.helha.be/pmblln/opac_css/index.php?lvl=notice_display&id=12295

Exemplaires (1)

Cote	Support	Localisation	Section	Disponibilité
PER BJS 36/6 (2006)	Périodique	Centre de documentation HELHa Cardijn LLN	Réserve Périodiques	Disponible

Fish Need Bicycles : An Exploration of the Perceptions of Male Social Work Students on a Qualifying Course / Jonathan Parker in The british journal of social work, 2, vol. 44 (March 2014)

Public ISBD [article]  inThe british journal of social work > 2, vol. 44 (March 2014) . - pp. 310-327 Titre : Fish Need Bicycles : An Exploration of the Perceptions of Male Social Work Students on a Qualifying Course Type de document : texte imprimé Auteurs : Jonathan Parker, Auteur ; Sara Ashencaen Crabtree, Auteur Année de publication : 2014 Article en page(s) : pp. 310-327 Langues : Anglais (eng) Catégories : Cardijn Genre # Professionnel TS Masculinité # Travailleurs sociaux Résumé : "The social work regulatory body in England, the General Social Care Council (GSCC), report the predominance of female professionals, where 77 per cent of registered social workers in 2009–10 were female. The disparity is even greater among social work students, with male enrolments declining from 16 per cent in 2006–07 to 13 per cent in 2007–08. The low proportion of male enrolments is of concern to the GSCC, who wish to encourage gender balance in the profession." Permalink : http://cdocs.helha.be/pmblln/opac_css/index.php?lvl=notice_display&id=19104 [article] Fish Need Bicycles : An Exploration of the Perceptions of Male Social Work Students on a Qualifying Course [texte imprimé] / Jonathan Parker, Auteur ; Sara Ashencaen Crabtree, Auteur . - 2014 . - pp. 310-327. Langues : Anglais (eng) in The british journal of social work > 2, vol. 44 (March 2014) . - pp. 310-327 Catégories : Cardijn Genre # Professionnel TS Masculinité # Travailleurs sociaux Résumé : "The social work regulatory body in England, the General Social Care Council (GSCC), report the predominance of female professionals, where 77 per cent of registered social workers in 2009–10 were female. The disparity is even greater among social work students, with male enrolments declining from 16 per cent in 2006–07 to 13 per cent in 2007–08. The low proportion of male enrolments is of concern to the GSCC, who wish to encourage gender balance in the profession." Permalink : http://cdocs.helha.be/pmblln/opac_css/index.php?lvl=notice_display&id=19104

Exemplaires (1)

Cote	Support	Localisation	Section	Disponibilité
PER BJS 44/2 (2014)	Périodique	Centre de documentation HELHa Cardijn LLN	Réserve Périodiques	Disponible

When Things Go Wrong! Placement Disruption and Termination : Power and Student Perspectives / Jonathan Parker in The british journal of social work, 3, vol. 40 (April 2010)

Public ISBD [article]  inThe british journal of social work > 3, vol. 40 (April 2010) . - pp. 983-999 Titre : When Things Go Wrong! Placement Disruption and Termination : Power and Student Perspectives Type de document : texte imprimé Auteurs : Jonathan Parker, Auteur Année de publication : 2010 Article en page(s) : pp. 983-999 Langues : Anglais (eng) Catégories : Cardijn Pouvoir # Pratique TS Education Résumé : "Practice learning, or field education, represents a key component of qualifying social work education in many countries and disruption or potential failure can have profound implications for all involved. It is perhaps surprising, given its centrality, that there is so little research or theorizing undertaken into the termination of placements from any perspective. This paper examines what is known about disrupted, marginal or failing placements in social work programmes and seeks to examine and theorize the perceptions and experiences of students in England who have been through the process, exploring power issues and imbalances. The study on which this paper is based sought to develop and enhance future responses to placement disruption from all stakeholders in practice learning." Permalink : http://cdocs.helha.be/pmblln/opac_css/index.php?lvl=notice_display&id=14984 [article] When Things Go Wrong! Placement Disruption and Termination : Power and Student Perspectives [texte imprimé] / Jonathan Parker, Auteur . - 2010 . - pp. 983-999. Langues : Anglais (eng) in The british journal of social work > 3, vol. 40 (April 2010) . - pp. 983-999 Catégories : Cardijn Pouvoir # Pratique TS Education Résumé : "Practice learning, or field education, represents a key component of qualifying social work education in many countries and disruption or potential failure can have profound implications for all involved. It is perhaps surprising, given its centrality, that there is so little research or theorizing undertaken into the termination of placements from any perspective. This paper examines what is known about disrupted, marginal or failing placements in social work programmes and seeks to examine and theorize the perceptions and experiences of students in England who have been through the process, exploring power issues and imbalances. The study on which this paper is based sought to develop and enhance future responses to placement disruption from all stakeholders in practice learning." Permalink : http://cdocs.helha.be/pmblln/opac_css/index.php?lvl=notice_display&id=14984

Exemplaires (1)

Cote	Support	Localisation	Section	Disponibilité
PER BJS 40/3 (2010)	Périodique	Centre de documentation HELHa Cardijn LLN	Réserve Périodiques	Disponible

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