Exploring the influence of feedback on student social workers’ understanding of childcare and protection

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    2 Citations (Scopus)

    Abstract

    Social work tutors and practice teachers are under increasing pressure to better prepare students for practice in the area of child care and protection, however, little attention has been given to the role of feedback in this process. This study uses a content analysis of written feedback from tutors and interviews to examine students’ experiences of feedback on a social work course. Findings suggest there is considerable variation in the extent, type and source of feedback in student learning about child care and protection. Students consider feedback to be most effective when it is formative and delivered by an experienced practice teacher during the practice placement. The key factors which mediate upon student experiences of feedback are: the personal and emotive nature of the instruction; the expertise of practice teachers and learning opportunities on placement; and, the quality of relationships between the giver and receiver of feedback. These factors are not exclusive to a particular source or type of feedback. The task for tutors and practice teachers is getting the right balance of factors across the different types and sources of feedback, aligning it with the teaching and learning process and empowering students to participate in feedback practices.
    LanguageEnglish
    Pages1-18
    Number of pages18
    JournalBritish Journal of Social Work
    Early online date8 Aug 2014
    DOIs
    Publication statusPublished - 2014

    Fingerprint

    social worker
    Students
    student
    tutor
    child protection
    Learning
    teacher
    Child Care
    Social Work
    child care
    social work
    Social Workers
    learning
    learning process
    content analysis
    Teaching
    experience
    expertise
    recipient
    Interviews

    Keywords

    • feedback
    • child protection
    • childcare

    Cite this

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    abstract = "Social work tutors and practice teachers are under increasing pressure to better prepare students for practice in the area of child care and protection, however, little attention has been given to the role of feedback in this process. This study uses a content analysis of written feedback from tutors and interviews to examine students’ experiences of feedback on a social work course. Findings suggest there is considerable variation in the extent, type and source of feedback in student learning about child care and protection. Students consider feedback to be most effective when it is formative and delivered by an experienced practice teacher during the practice placement. The key factors which mediate upon student experiences of feedback are: the personal and emotive nature of the instruction; the expertise of practice teachers and learning opportunities on placement; and, the quality of relationships between the giver and receiver of feedback. These factors are not exclusive to a particular source or type of feedback. The task for tutors and practice teachers is getting the right balance of factors across the different types and sources of feedback, aligning it with the teaching and learning process and empowering students to participate in feedback practices.",
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