The Do, Teach, Assess Model for Social Work Field Education

Barry Fearnley

doi:10.1921/jpts20572715

Authors

Barry Fearnley Practice Educator and Independent Scholar https://orcid.org/0000-0002-0840-8081

DOI:

https://doi.org/10.1921/jpts20572715

Keywords:

<i>social work</i>, Practice Educator (PE), field practicum, Social work students, Practice Education

Abstract

Field placements are central to social work education, yet practice education is often shaped by implicit, inconsistent, and under-structured pedagogical processes. This paper presents the Do, Teach, Assess model as a conceptual framework for making practice education more intentional, explicit, and coherent. Drawing on the social worker’s professional experience and reflective practice, the model conceptualises practice education as the interconnected work of creating conditions for learning, explicitly teaching practice, and assessing development over time. It clarifies the pedagogical role of the practice educator and offers a structured approach to support reflective, ethical, and evidence-informed student learning.

Author Biography

Barry Fearnley, Practice Educator and Independent Scholar

Dr Barry Fearnley is a Practice Educator and independent scholar with a professional background in children and families social work. His interests include work-based learning, inclusive pedagogy and fair assessment in social work education. He has extensive experience supporting social work students across diverse practice settings and is committed to developing high-quality learning opportunities that bridge academic theory and professional practice. His work also focuses on supporting students and practitioners in their continuing professional development.

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