What motivates social workers to become practice teachers?

Deborah Develin; Ian Mathews

doi:10.1921/jpts.v8i1.361

Authors

Deborah Develin
Ian Mathews

DOI:

https://doi.org/10.1921/jpts.v8i1.361

Keywords:

motivation, practice assessor, continuing professional development, learning organisation, social work education and training, practice learning opportunities

Abstract

The introduction of the new social work award in September 2003 placed a greater emphasis on students learning from practice and as a consequence of this, the demand for assessed practice learning opportunities increased. This paper will outline research undertaken in response to the challenges that this has created by examining the central question of what factors motivate social worker practitioners to become practice assessors and how influential organisational factors are in individuals choosing to take on the role. The aim of the research was to identify extrinsic and intrinsic motivating factors that might then provide guidance to those involved in recruiting individuals to take on the crucial role of contributing to the education of the next generation of social workers. The findings, using data from 50 self administered questionnaires and two focus group interviews, collected from participants attending introductory practice assessor training indicates that intrinsic factors are principle sources of motivation rather than extrinsic, organisational factors.

References

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