Barefoot Tutors? Navigating the Barriers between student, university and field in social work education

Gary Clapton; Ruth Forbes

doi:10.1921/jpts.v9i1.383

Authors

Gary Clapton
Ruth Forbes

DOI:

https://doi.org/10.1921/jpts.v9i1.383

Keywords:

integration of learning, student, tutor, relationship

Abstract

Bridging the gap between theory and practice has long been a challenge for social work students. Facilitating this process has also taxed practice teachers and academic tutors. In 2004, the University of Edinburgh, in partnership with Glasgow Caledonian University undertook a pilot project testing and researching a change in the traditional tutor role with a view to enhancing students’ integration of learning during the practicum. This paper outlines the background to and the activity and findings of the project. Then, drawing upon a discussion of the interface between psychodynamic theories and theories of education, we explore some ideas that have begun to emerge that have the possibility of enhancing the tutor role in student integration of learning.

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