Advancing Social Work Practice Research Education – An Innovative, Experiential Pedagogical Approach
Advancing Social Work Practice Research Education – An Innovative, Experiential Pedagogical Approach
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推进社会工作实践研究教育——创新的体验式教学方法
DOI：
10.5430/ijhe.v6n5p1
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发表时间：
2017
期刊：
影响因子：
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通讯作者：
K. Kwong
中科院分区：
文献类型：
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作者：
K. Kwong
获得实践研究能力是社会工作实践的重要支柱。然而，研究材料往往与枯燥的讲座以及难以理解的统计应用相关联，这些可能无法反映现实生活中的问题。研究课程的教学往往与社会工作教育中常用的教学方法背道而驰，社会工作教育通常通过案例让学生参与现实生活情境的实际应用。本文描述并评估了六组体验式课堂和实地活动，这些活动旨在提高社会工作专业研究生的实践研究能力。这些活动包括：（1）制定一个基于实践的研究课题——一个案例研究；（2）使用评估模板对已发表的研究进行批判性评估；（3）单系统研究设计——一种临床实践评估工具；（4）机构研究与评估实地考察；（5）设计并实施一个以实践为重点的课堂研究项目；（6）关于研究结果展示和传播的课堂活动。对2个基础研究班和2个高级研究班共63名学生进行了在线课程评估，以获取他们对研究能力获得情况的定性反馈和定量评分。教师使用评分细则对单个学生的表现进行评估，有助于确定他们课程能力的达到水平。研究结果表明了这种教学方法的几个关键要素。它是基于案例的学习，学生了解现实世界中的研究问题。它以讨论为中心，是一个协作学习的过程。为学习和研究选择的案例是针对特定情境的，因为学生看到了社会工作研究与日常实践情境的联系。
Achieving practice research competency is an essential pillar of social work practice. However, research material is often associated with dry lectures and incomprehensible statistical applications that may not reflect real life issues. Teaching research course is often antithetical to the pedagogical approach commonly used in social work education, which engages students in practical applications of real life situations with case examples. This paper described and evaluated six sets of experiential class and field activities designed to increase graduate level social work students’ competencies of practice research. These activities included: (1) formulating a practice-based research topic – a case study; (2) using assessment templates for critical evaluation of published research; (3) single-system research design – a tool for evaluation of clinical practice; (4) agency research and evaluation field assessment; (5) design and implementation of a practice-focused class study project; and (6) class activity on presentation and dissemination of research findings. An online course evaluation was administered with altogether 63 students in 2 Foundation Research and 2 Advanced Research classes to elicit both their qualitative feedback and quantitative ratings of their attainment of research competencies. The instructor’s assessment of individual student performance using a grading rubric helped determine their level of attainment of course competences. Findings suggest several critical elements of this pedagogical approach. It is a case-based learning and students learn about real-world research issues. It is discussion-centered and a collaborative learning process. Cases selected for learning and research are context-specific as students see the connection of social work research to day-to-day practice contexts.