Students’ views on assessment: Preliminary Results of Survey with 1st Year Students in Department of Social Sciences

This presentation reports on the views of assessment of first year students in a social sciences department. Data was collected using a structued questionnaire from 104 students studying social care and early childhood education. While many positive findings are evident with regard to preparation, feedback and the approachability of lecturers there are lessons to be learned for educators

Graduates’ expectations and experience of social care work: Strengths and abilities being nurtured?

This paper reports on the views of social care graduates with regard to their expectations of the workplace and subsequent experiences as newly qualified practitioners in the workforce. Two semi-structured interviews were conducted with the same participants. The first was at the end of their final year in college (n=17) and the second nine to twelve months later when they were in employment (n=14). Findings indicate that participants, while apprehensive, felt ready for the workforce. Similarly graduating students held fears about transitioning to the workplace particularly in relation to increased practice accountability but as workers participants reported themselves as coping with this increased responsibility, although some discussed the abruptness of the leap from little responsibility as students to complete responsibility as workers. Findings from this research also examine the expectations of graduates in relation to finding stable work post qualification, which contradicted somewhat the realities for new graduates in finding employment in the social care field. The majority were employed as relief or agency workers and while appreciative of the experience being gained spoke of the difficulties encountered in relation to lone working, not having sufficient information about clients to engage meaningfully with them and the lack of supervision and support. Some also questioned the expectations of employers that they organise and pay for their own additional training. The majority however were enjoying the work and particularly engagement with clients

Supervision of Students in Social Care Education: Practice Teachers\u27 Views of Their Role

This paper presents findings from research about how practice teachers in social care education in Ireland view their role, in particular what elements they prioritise and what they see as relatively unimportant. The aim of the research was exploratory, seeking to discover commonalities and differences in how practice teachers saw their role in the supervision of social care students. Q methodology was used to compare the participants’ viewpoints. Twenty practice teachers, from varying practice backgrounds and levels of experience, sorted statements outlining aspects of the practice teacher’s role, during individual interviews. Analysis indicates participants had two ways of conceptualising the role. One focuses within the agency, prioritising students’ awareness of the clients using the social care service and policies as guiding practice. The second encapsulates a broader view of learning beyond the agency, focusing on the practice teacher assisting the student to integrate theory with practice and using reflection as a learning tool. Conclusions are drawn in relation to social care education

Student, Practitioner or Both

*In professional education for the transfer of knowledge to the practice setting to occur student and worker identities need a level of integration. * Focus of presentation is on factors identified as influencing the separation and integration of social identities of student and social care practitioner and the outcomes

Student, practitioner, or both?:Separation and Integration of Identities in Professional Social Care Education

This paper presents and discusses some of the findings from a qualitative study of identities in work-related learners. The theoretical framework of structural symbolic interactionism is outlined and the two identities of interest, that of student and practitioner discussed. The aim of professional education is viewed as enabling the practitioner to deal with ambiguity and change through critical examination of work practices and location of these within theoretical frameworks. It is argued that for knowledge and behaviour to transfer to the work setting the student and worker identities need to be integrated rather than kept separate. Factors identified as influencing the integration and separation of the social identities of student and social care practitioner are discussed

Students\u27 Views on Assessment

The aim of the study was to explore the views and experiences of students in a Social Science department in an institute of higher education. All undergraduate students were surveyed using a structured questionnaire. 258 valid questionnaire were returned and analysed to ascertain students’ opinions on the purpose of assessment, how prepared they felt for assessments, their experiences and views of formative feedback and their reactions to grades. Findings show that while students have completed a good range of assessment types and show awareness of the learning potential of assessments they do not feel they understand lecturers’ expectations nor are satisfied with the feedback they received. The reactions of students who are focused more on grades than feedback and their performance in relation to others are of concern

Learning for work: Social identities and professional education

The aims of this study were twofold. The first was to explore how social care practitioners undertaking a degree course to obtain the required professional qualification interpret the roles of student and social care practitioner and how structural factors particularly in the college environment impact on these interpretations. The second aim was to examine the development and change in the social identities of student and social care practitioner. The theoretical framework used to explore identity is that of structural symbolic interactionism as it provides a structure in which stability and change in identity, as well as the influence of social context can be examined. Congruent with the aims of the study and the theoretical framework a qualitative methodology is used. Data was mainly collected using a series of semi-structured interviews but supplemented through participant observation, questionnaires and diaries. Fifteen participants were involved and interviewed three times throughout their first academic year. Nine participants were interviewed again at the end of their second academic year. Commonality was found in the interpretations of the roles of social care practitioner and student, agreeing with existing literature. However variation was found among participants in the integration between and bi-directional impact of the two social identities suggesting that work-related learning is affected individual and social factors. Recommendations for the professional education of social care workers are made

Themes in the supervision of social care students in Ireland: Building resilience

The field placement is core to the education of social care practitioners and practice teachers’ behaviours influence the learning and development of future practitioners. However the practice teacher role is complex with responsibilities to the agency, clients and the student (Davys & Beddoe, 2000). Twenty practice teachers were interviewed individually about their views of their role, in particular what they saw as most and least important. Inductive thematic analysis resulted in the identification of five themes 1) the nature of the work; 2) acceptance of individuality; 3) commonality and differences from staff; 4) focus on positives and 5) practice involves planning, doing and reflecting. Although resilience was not specifically mentioned the findings indicate that supervisors focus on ways of working with students that proactively encourages resilience in line with Grotberg’s (1995) model, sending students messages in relation to I am (respected and respectful of others), I have (support; skills and strengths), I can (contribute). This study expands on the literature by informing us how practice teachers interact with students to promote resilience. It is suggested that Grotberg’s model forms the basis of a new paradigm to ensure the development of future resilient practitioners

‘Moving In’: Difficulties and Support in the Transition to Higher Education for In-Service Social Care Students

This paper reports on the difficulties and supports experienced by social care practitioners within the educational institution during their transition to higher education. A life transition such as entering higher education causes stress for individuals and social support is essential in successfully dealing with this stress (Anderson et al., 2012). Fifteen social care practitioners were interviewed twice during and once at the end of their first academic year in college. Findings indicate that participants were reluctant to approach staff for help despite anxiety about classes and assignments. Discussion and debate in class helped learning and contributed to feelings of being valued. ‘Moving in’ was a slow process with a physical and emotional impact for which they were unprepared. Student peers were a source of emotional and cognitive support but developing relationships took time. By the end of the transition phase participants noted changes and gains in themselves and their work practices. Recommendations are made to aid the transition to higher education for in-service social care practitioners