The Practice-Teaching Parallel in Educating the Micropractitioner

Abstract

Social workers have long perceived the worker-client relationship as a dynamic process through which systems change occurs. The interaction between teacher and student in the micropractice classroom also represents a dynamic process for change. Drawing on common precepts from microlevel social work practice, the author examines the parallels in creating a context for change between the worker-client interaction and the teacher-student exchange, and also explores the application of practice skills, knowledge, and techniques in the classroom setting. She concludes that theories, skills, and the techniques for working with clients can be applied to the teaching of students because the dynamics of human change are the same and because, like the dynamic worker-client interaction, the teacher-student relationship is the medium through which active learning takes place.