Studying the Landscape: Practice Learning for Social Work Reconsidered

Abstract

This paper offers a critical analysis of the development and erosion of the infrastructure for practice learning in England over the past two decades. Although specifically focused on social work it illustrates the way resources can be eroded and so has implications for other professions regulated by government. During the first decade under consideration, UK support for social work practice learning was characterised by an acknowledged pedagogical purpose, nationally agreed standards, economic resources and a recognised status distinct from practice. In the following decade, a range of technical and administrative changes have resulted in the landscape of practice learning shifting with potentially serious consequences for the profession. At the time of writing, social work education is facing another review, prompted by the death of a child. The intention of the paper is to show how changes and improvements may be viewed differently when seen collectively. Announcements of new initiatives can divert attention from erosions that threaten the integrity of existing provision. The disappearance of frameworks and resources may have a real impact on the education of students to be professionals who can assess risk, manage uncertainty and uphold the rights of people with whom they work.

Keywords:

• Practice Learning
• Practice Teaching
• Standards
• Erosion
• Analysis

Notes

^[1] Entry to the PTA was allowed for ‘unqualified social workers’ who could demonstrate that they had ‘… competence in social work practice’ (CCETSW, 1989, p. 11) and so there are a number of highly experienced qualified practice teachers who can no longer act as practice assessors at the point of qualification.