DipSW students’ satisfaction with practice teaching on their first placement
DOI:
https://doi.org/10.1921/jpts.v6i1.316Keywords:
practice learning, supervision style, student support, group supervision, student perspectives, researchAbstract
This research report explores the influence of specific elements of the practice teaching role on students’ experience of placement learning. The findings provide a valuable insight at a time when placement learning is being reviewed.
The entire population of first placement students in Northern Ireland (approximately 240) was surveyed using a short questionnaire. 149 Questionnaires were returned providing a response rate of 62.5%.
Students did not indicate any strong preference for long-arm or singleton practice teaching identifying strengths and weaknesses specific to each model. There was some evidence that these two models provide distinctly different forms of placement learning. Students seemed to value well organised support groups but attitudes to group supervision were mixed. Supervision style seemed to be influenced by practice teacher gender and model of supervision. The practice teacher/ student gender mix and the age and experience of the student were found to influence the placement experience.
References
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Published
2012-12-20
How to Cite
Killick, C. (2012). DipSW students’ satisfaction with practice teaching on their first placement. The Journal of Practice Teaching and Learning, 6(1), 39-56. https://doi.org/10.1921/jpts.v6i1.316
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