https://orcid.org/0000-0003-0699-5144
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ABSTRACT
With the 2008 Education Policy and Accreditation Standards (EPAS) identifying field as signature pedagogy and the 2015 EPAS emphasizing holistic competence, social work education is challenged to identify and expand pedagogy that supports and enhances the integration of classroom and field education. This article posits reflective pedagogy as a strategy to integrate theory and practice in order to achieve competency. An examination of field education as pedagogy, as well as a conceptual review of reflection and critical thinking, is provided to further explicate an understanding of reflective pedagogy that embraces experiential learning, integrates content with experience, and facilitates meaning. Instructional strategies consistent with reflective pedagogy are discussed. Additional research is needed to expand knowledge of reflective pedagogy and how it may be effectively utilized to enhance social work education.
Disclosure statement
No potential conflict of interest was reported by the authors.
Additional information
Notes on contributors
Lisa E. McGuire
Lisa E. McGuire is Professor and Head of the Social Work Department at James Madison University in Harrisonburg, Virginia.
Kathy A. Lay
Kathy A. Lay is Associate Professor and MSW Program Director at Indiana University School of Social Work in Indianapolis, Indiana.