Challenges to Bridging Field and Classroom Instruction: Exploring Field Instructors’ Perspectives on Macro Practice

Field education and macro practice have been highlighted as central educational domains in social work education; however, little scholarship has looked at how macro social work practice competencies have been integrated into field-based learning. This exploratory study aimed to gain perspectives fr...

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Những tác giả chính:	Gita R Mehrotra, Aster S Tecle, Hà, Thị Ân, Staci Ghneim, Christina Gringeri
Định dạng:	Journal article
Ngôn ngữ:	English
Được phát hành:	2023
Những chủ đề:	Macro practice Field and classroom Instruction Field instructors' perspectives
Truy cập trực tuyến:	https://scholar.dlu.edu.vn/handle/123456789/2607
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id	oai:scholar.dlu.edu.vn:123456789-2607
record_format	dspace
institution	Thư viện Trường Đại học Đà Lạt
collection	Thư viện số
language	English
topic	Macro practice Field and classroom Instruction Field instructors' perspectives
spellingShingle	Macro practice Field and classroom Instruction Field instructors' perspectives Gita R Mehrotra Aster S Tecle Hà, Thị Ân Staci Ghneim Christina Gringeri Challenges to Bridging Field and Classroom Instruction: Exploring Field Instructors’ Perspectives on Macro Practice
description	Field education and macro practice have been highlighted as central educational domains in social work education; however, little scholarship has looked at how macro social work practice competencies have been integrated into field-based learning. This exploratory study aimed to gain perspectives from field instructors regarding macro social work and the integration of macro practice into their work with practicum students. Consistent with scholarship that has elucidated the impacts of neoliberalism on social work, including the marginalization of macro practice, emergent themes demonstrated that field instructors face barriers to incorporating macro work into their training of students. Challenges include prevalence of the medical model, time constraints, and funding limitations. Further, field instructors observed gaps among students, their university, and their organizational setting in regard to expectations for integrating macro practice into field education. Recommendations and directions for future research are discussed.
format	Journal article
author	Gita R Mehrotra Aster S Tecle Hà, Thị Ân Staci Ghneim Christina Gringeri
author_facet	Gita R Mehrotra Aster S Tecle Hà, Thị Ân Staci Ghneim Christina Gringeri
author_sort	Gita R Mehrotra
title	Challenges to Bridging Field and Classroom Instruction: Exploring Field Instructors’ Perspectives on Macro Practice
title_short	Challenges to Bridging Field and Classroom Instruction: Exploring Field Instructors’ Perspectives on Macro Practice
title_full	Challenges to Bridging Field and Classroom Instruction: Exploring Field Instructors’ Perspectives on Macro Practice
title_fullStr	Challenges to Bridging Field and Classroom Instruction: Exploring Field Instructors’ Perspectives on Macro Practice
title_full_unstemmed	Challenges to Bridging Field and Classroom Instruction: Exploring Field Instructors’ Perspectives on Macro Practice
title_sort	challenges to bridging field and classroom instruction: exploring field instructors’ perspectives on macro practice
publishDate	2023
url	https://scholar.dlu.edu.vn/handle/123456789/2607
_version_	1778233898696704000
spelling	oai:scholar.dlu.edu.vn:123456789-26072023-06-13T08:12:21Z Challenges to Bridging Field and Classroom Instruction: Exploring Field Instructors’ Perspectives on Macro Practice Gita R Mehrotra Aster S Tecle Hà, Thị Ân Staci Ghneim Christina Gringeri Macro practice Field and classroom Instruction Field instructors' perspectives Field education and macro practice have been highlighted as central educational domains in social work education; however, little scholarship has looked at how macro social work practice competencies have been integrated into field-based learning. This exploratory study aimed to gain perspectives from field instructors regarding macro social work and the integration of macro practice into their work with practicum students. Consistent with scholarship that has elucidated the impacts of neoliberalism on social work, including the marginalization of macro practice, emergent themes demonstrated that field instructors face barriers to incorporating macro work into their training of students. Challenges include prevalence of the medical model, time constraints, and funding limitations. Further, field instructors observed gaps among students, their university, and their organizational setting in regard to expectations for integrating macro practice into field education. Recommendations and directions for future research are discussed. 54 1 135 - 147 2023-06-13T07:59:17Z 2023-06-13T07:59:17Z 2018-02 Journal article Bài báo đăng trên tạp chí thuộc SCOPUS, bao gồm book chapter https://scholar.dlu.edu.vn/handle/123456789/2607 10.1080/10437797.2017.1404522 en Journal of Social Work Education 1043-7797 References Abramovitz, M. (2012). Theorizing the neoliberal welfare state for social work. In M. Gray, J. 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Challenges to Bridging Field and Classroom Instruction: Exploring Field Instructors’ Perspectives on Macro Practice

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