Working and learning from home during COVID-19: International experiences among social work educators and students

This research seeks to explore the experiences of social work educators and students working and learning from home. The findings, from an international survey sample of 166 educators and students, showed that the respondents faced issues with private and personal boundaries, felt the impact of working and learning from home on both physical and emotional levels, and experienced challenges to what was expected of them. The respondents primarily used two types of coping mechanisms to manage these challenges. These findings contribute to a broader discussion of the impact of working and learning from home and are relevant for education administrators responsible for their employees’ and students’ well-being.Output Status: Forthcoming/Available Onlin

Information Communication Technology during Covid-19

This paper seeks to explore social work educators’ experiences of using technology to teach during the COVID-19 pandemic. Over the last decade, there has been a move to digitalise higher education in many countries worldwide. The COVID-19 pandemic has resulted in a mass exodus from the classroom to the home-based office at breakneck speed and highlighted, amongst other things, the digital divide that exists across the world. This research analysed data gathered from an international study that sought educators’ views on various issues related to working during COVID-19. The data were analysed using a thematic approach. The results showed that social work educators, in general, were favourable to online teaching, although the findings highlight critical areas that require consideration in the climate of increased digitalisation and the uncertainty of when a return to a familiar teaching environment can occur. These findings are considered in terms of a social work education informed by critical pedagogy. The results have implications in terms of finding a workable balance between face-to-face teaching and online instruction.Output Status: Forthcoming/Available Onlin

Aprendizaje transformativo en tiempos de pandemia: nuevos desafíos para la comunidad universitaria

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Teachers’ experiences of student feedback : A view from a department of social work in Sweden

INTRODUCTION: Course evaluations play a significant part in the facilitating of educational programmes at a university. Along with course evaluations, students are often asked for their reflections on teachers’ pedagogical methods and approaches. These types of questions can be referred to as student evaluations of teaching, or SETs. Separately, there is growing, yet underdeveloped, interest in understanding the emotional impact the role of being a university lecturer has on the individual teacher. This piece of work is interested in combining the areas of teacher development, SET and emotional impact. Therefore, this research is seeking to understand how teachers in a department of social work engage with student feedback, manage this feedback and understand pedagogical self-development. METHODS: A mixed approach (an online survey and semi-structured interviews), was taken to gather the experiences of the teachers. FINDINGS: The results show that all the teachers engaged with student feedback. It also showed that some teachers experienced negative emotions regarding feedback that were unpleasant but had strategies to deal with the feedback. CONCLUSION: The results also pointed towards individual-directed solutions as the drivers behind creating good practices around pedagogical self-development, and for managing any emotional impact of SETs

Information Communication Technology during Covid-19

This paper seeks to explore social work educators’ experiences of using technology to teach during the COVID-19 pandemic. Over the last decade, there has been a move to digitalise higher education in many countries worldwide. The COVID-19 pandemic has resulted in a mass exodus from the classroom to the home-based office at breakneck speed and highlighted, amongst other things, the digital divide that exists across the world. This research analysed data gathered from an international study that sought educators’ views on various issues related to working during COVID-19. The data were analysed using a thematic approach. The results showed that social work educators, in general, were favourable to online teaching, although the findings highlight critical areas that require consideration in the climate of increased digitalisation and the uncertainty of when a return to a familiar teaching environment can occur. These findings are considered in terms of a social work education informed by critical pedagogy. The results have implications in terms of finding a workable balance between face-to-face teaching and online instruction

From compassion to action : school social workers at the forefront of emergency response

This study aims to investigate the role of school social workers in emergencies within educational settings. Using a semi-systematic methodology, it identifies relevant research to provide a comprehensive overview of literature covering school social work and emergency interventions. Through an analysis of 22 articles representing diverse global perspectives, this study sheds light on the intricate interplay within these domains. Its significance lies in revealing current knowledge while pointing to unexplored avenues for practitioners and researchers. By examining the experiences and strategies of school social workers, this study uncovers the dynamic approaches employed during emergencies, providing essential insights for effective emergency management. Social capital is widely employed when seeking to understand resilience and vulnerability in times of natural hazards and man-made disasters and crises. In this paper, a social capital perspective, broken down into bonding, bridging, and linking levels, is applied to the results. This enables an analysis that argues for the importance of adopting a systemic approach. The results show that social workers in schools play a vital role in all phases of disaster and crisis management. While the majority of research focuses on the response after an event has occurred, the findings from the reviewed articles also indicate the importance of involvement in the preparation and planning phases. These findings underscore the importance of social workers having an understanding of education, psychology, and community well-being. More research and education about the readiness and preparedness of school social workers in the Nordics is required

Measuring and Validating a Transformation Learning Survey Through Social Work Education Research

This paper presents a reliable tool for measuring transformative learning in undergraduate social work education, the Social Work Transformation Survey (SWTS). The SWTS was developed from a qualitative theoretical model and translated into quantitative scales. The study collected data from 248 undergraduate students from eight countries who participated in a transnational project using creative journaling to facilitate transformative learning. Structural equation modelling was used to validate the internal structure of the SWTS. We then confirmed the measures’ reliability, and subsequently the effectiveness of creative journaling practices as a pedagogy for facilitating transformative learning in social work students. This paper highlights the potential of combining qualitative and quantitative research approaches to develop educational evaluation tools for higher education settings and presents one specific measure for transformative learnin

Measuring and Validating a Transformation Learning Survey Through Social Work Education Research

This paper presents a reliable tool for measuring transformative learning in undergraduate social work education, the Social Work Transformation Survey (SWTS). The SWTS was developed from a qualitative theoretical model and translated into quantitative scales. The study collected data from 248 undergraduate students from eight countries who participated in a transnational project using creative journaling to facilitate transformative learning. Structural equation modelling was used to validate the internal structure of the SWTS. We then confirmed the measures’ reliability, and subsequently the effectiveness of creative journaling practices as a pedagogy for facilitating transformative learning in social work students. This paper highlights the potential of combining qualitative and quantitative research approaches to develop educational evaluation tools for higher education settings and presents one specific measure for transformative learnin

Introduction: the pandemic that shook social work education

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