Integration of the Disaster Component into Social Work Curriculum: Teaching Undergraduate Social Work Research Methods Course during COVID-19
Integration of the Disaster Component into Social Work Curriculum: Teaching Undergraduate Social Work Research Methods Course during COVID-19
复制标题
将灾害部分纳入社会工作课程：在 COVID-19 期间教授本科生社会工作研究方法课程
DOI：
--
复制
发表时间：
2021
影响因子：
1.8
通讯作者：
Haorui Wu
中科院分区：
文献类型：
--
作者：
Haorui Wu
本文旨在开发社区情境的教学创新，通过研究方法课程将灾害因素嵌入到核心社会工作课程中。专业社会工作教育仍然缺乏针对社区的课程和反映与社区和公共服务有关的极端事件复杂性的专业培训。这种缺失危及社会工作参与工作的进展，使其无法更好地向受极端事件影响的个人、家庭和社区提供人道主义支助。本研究通过一门本科生社会工作研究方法课程，对辅导员的教学经验、自我反省和课堂观察进行了定性分析。本研究提出了将灾害成分融入研究方法课程的三大社区情境教学创新：公共媒体批评、灾害中的社区参与和观察与实践情境讨论。这些教学努力支持学生探索和发展各种研究范式，并加强他们将研究与实践联系起来的能力，从而满足社区驱动的短期需要和长期发展要求。这种情境化的过程形成了一个以社区为基础的生活实验室，激励教师将社区驱动的特征融入他们的教学工具中。这一过程说明了特别是研究方法课程和一般社会工作课程的潜在教学框架。
This article aims to develop community-contextualised pedagogical innovations to embed disaster components into core social work curriculum through a research methods course. Professional social work education continues to lack a community-contextualised curriculum and professional training that reflects the complexities of extreme events associated with community and human service. This absence jeopardises the advancement of social work engagement in better providing humanitarian support for individuals, families and communities affected by extreme events. Through an undergraduate social work research methods course, this case study qualitatively analysed the instructor’s teaching experience, self-reflection and in-class observation. The study presents three major community-contextualised pedagogical innovations of integrating disaster components into the research methods course: public media critique, amidst-disaster community-based participation and observation and practice situation discussion. These pedagogical efforts support the students’ exploration and development of various research paradigms and strengthen their ability to connect research with practice, thus addressing the community-driven, short-term necessities and long-term development requirements. This contextualising process, which forms a community-based living laboratory, inspires instructors to integrate community-driven characteristics into their pedagogical instruments. The process illustrates a potential pedagogical framework for research methods courses, in particular, and for social work curriculum, in general.
影响因子：
3
作者：
Peek, Lori;Tobin, Jennifer;Mathews, Mason Clay
通讯作者：
Mathews, Mason Clay