Defining Signature Pedagogy in Social Work Education: Learning Theory and the Learning Contract

Abstract

In 2008 the Council on Social Work Education identified field education as the signature pedagogy of social work. In doing so, it designated field education as the synthetic, integrative curricular area in which students are socialized to the profession. This article examines challenges and opportunities this designation presents. How field education can be designed and delivered as social work education’s signature pedagogy is discussed from a learning theory framework. A learning contract is described that integrates class and field in attainment of the core and advanced competencies. Use of this integrated learning contract by the field instructor and student serves to structure the field experience in a manner consistent with a signature pedagogy. The teaching role of the field instructor is recognized as a key component of the signature pedagogy.

Additional information

Notes on contributors

Craig R. Boitel

Craig R. Boitel is assistant professor at Cleveland State University.

Laurentine R. Fromm

Laurentine R. Fromm is clinical associate at the University of Pennsylvania.