![Sample our Health and Social Care journals, sign in here to start your FREE access for 14 days]({"type":"image" , "src" : "/sda/5938/TOC-Subject-Sample-2021-Health-Social-Care.jpg"})
Abstract
A number of factors influence the construction of a Field Instruction Curriculum. This article identifies several of them and examines issues that schools should consider when building a curriculum. Among these factors are: the influence of the profession, university or college, region and students; a conception of the teaching/learning process; and examination of three distinct approaches to field instruction commonly found in social work education. This article discusses these three instructional approaches (that is, the apprenticeship, academic, and articulated approaches) in terms of their cost to the school, the field placement agency, and their impact on educational outcomes.
Additional information
Notes on contributors
Bradford W. Sheafor
BRADFORD W. SHEAFOR is a professor and LOWELL E. JENKINS is an associate professor, both in the Social Work Division, Colorado State University. This paper originally was presented at the Council on Social Work Education Annual Program Meeting in Boston, March 5, 1979.
Lowell E. Jenkins
BRADFORD W. SHEAFOR is a professor and LOWELL E. JENKINS is an associate professor, both in the Social Work Division, Colorado State University. This paper originally was presented at the Council on Social Work Education Annual Program Meeting in Boston, March 5, 1979.