![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
Social work field instructor training, an area of ongoing development in most schools of social work across North America, is typically designed to teach field instructors strategies for effectively educating their practicum students. An important component of field instructor development is the provision of opportunities to critically reflect on field instruction practices. “Peer collaboration,” a type of “learning from each other” offers a compelling adjunct to ongoing field instructor development and support.
The Peer Collaboration Model described in this paper aims to improve instructional competency through the development of critically reflective teaching practices. It outlines the basic theoretical premises of peer collaboration and presents the results of the first Peer Collaboration project piloted in a large urban school of social work with a group of field instructors. Issues of recruitment and supporting a peer collaboration program are presented. Lessons learned from the formative and summative evaluations of the process and outcomes, along with recommendations, are discussed.
