Navigating relationships in practice learning: voices from practice educators

References

• Baum, N. (2011). Social work students’ feelings and concerns about the ending of their fieldwork supervision. Social Work Education, 30(1), 83–97.
   Google Scholar
• Bhuyan, R., Bejan, R., & Jeyapal, D. (2017). Social workers’ perspectives on social justice in social work education: When mainstreaming social justice masks structural inequalities. Social Work Education, 36(4), 373–390.
   Web of Science ®Google Scholar
• Bogo, M. (2007). Social work practice: Concepts, processes and interviewing. New Delhi: Rawat Publications.
   Google Scholar
• Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Journal of Qualittive Researcn in Psychology, 3(2), 77–101.
   Google Scholar
• Clifford, D., & Burke, B. (2009). Anti-oppressive ethics and values in social work. Basingstoke: Palgrave Macmillan.
   Google Scholar
• Denscombe, M. (2014). The good research guide (4th ed.). Berkshire: Open University Press.
   Google Scholar
• Dix, H. (2018). Supervision within placement. In S. Taplin (Ed.), Innovations in pracice learning (pp. 29–45). St Albans: Critical Publishing.
   Google Scholar
• Domakin, A. (2015). The importance of practice learning in social work: Do we practice what we preach? Social Work Education, 34(4), 399–413.
   Web of Science ®Google Scholar
• Dore, I. (2016). Shape-shifter and agenda setter: The influence of emotion in social work practice and practice education. Social Work Education, 35(4), 469–481.
   Web of Science ®Google Scholar
• Dore, I. (2019). Talking about emotion: How are conversations about emotion enabled in the context of social work practice education? Social Work Education, 38(7), 846–860.
   Web of Science ®Google Scholar
• Everitt, J., Miehls, D., Dubois, C., & Garran, G. (2011). The development model of supervision as reflected in the experiences of field supervisors and graduate students. Journal of Teaching Ins Social Work, 31(3), 250–264.
   Google Scholar
• Fairtlough, A., Bernard, C., Fletcher, J., & Ahmet, A. (2014). Black social work students’ experiences of practice learning: Understanding differential progression rates. Journal of Social Work, 14(6), 605–624.
   Web of Science ®Google Scholar
• Finch, J. (2017). Supporting struggling students on placement: A practical guide. Brisitol: Policy Press and Bristol University Press.
   Google Scholar
• Finch, J., & Poletti, A. (2014). ‘It’s been hell.’ Italian and British practice educators’ narratives of working with struggling or failing social work students in practice learning settings. European Journal of Social Work, 17(1), 135–150.
   Web of Science ®Google Scholar
• Finch, J., & Taylor, I. (2013). Failure to fail? Practice educators’ emotional experiences of assessing failing social work students. Social Work Education, 32(2), 244–258.
   Google Scholar
• Fortune, A., McCarthy, M., & Abramson, J. (2001). Student learning processes in field education: Relationship of learning activities to quality of field instruction, satisfaction, and performance among MSW students. Journal of Social Work Education, 37(1), 111–124.
   Web of Science ®Google Scholar
• Fouché, C., & Lunt, N. (2010). Nested mentoring relationships: Reflections on a practice project for mentoring research capacity amongst social work practitioners. Journal of Social Work, 10(4), 391–406.
   Web of Science ®Google Scholar
• Guba, E. G., & Lincoln, Y. S. (1994). Paradigmatic controversies, contradictions, and emerging confluences. In K. D. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 191–216). Thousand Oaks, CA: Sage Publications.
   Google Scholar
• Hackett, S., & Marsland, P. (1997). Perceptions of power: An exploration of the dynamics in the student-tutor-practice teacher relationship within child protection placements. Social Work Education, 16(2), 44–62.
   Google Scholar
• Hunt, R., & Mathews, I. (2018). Supporting students with dyslexia on placement: Theory into practice. In S. Taplin (Ed.), Innovations in practice learning (pp. 121–137). St Albans: Critical Publishing.
   Google Scholar
• International Federation of Social Work (IFSW). (2012). Statement of ethical principles. Berne: International Federation of Social Work.
   Google Scholar
• Lefevre, M. (2005). Facilitating practice learning and assessment: The influence of relationship. Social Work Education, 24(5), 565–583.
   Google Scholar
• Moriarty, J., MacIntyre, G., Manthorpe, J., Crisp, B. R., Orme, J., Lister, P. G., … Sharpe, E. (2010). ‘My expectations remain the same. The student has to be competent to practise’: Practice assessor perspectives on the new social work degree qualification in England. British Journal of Social Work, 40(2), 583–601.
   Web of Science ®Google Scholar
• Peiser, P., Ambrose, J., Burke, B., & Davenport, J. (2018). The role of the mentor in professional knowledge development across four professions. International Journal of Mentoring and Coaching in Education, 7(1), 2–18.
   Web of Science ®Google Scholar
• Rehn, M., & Kalman, H. (2018). Social work students’ reflections on challenges during field education. Journal of Social Work, 18(4), 451–467.
   Web of Science ®Google Scholar
• Rogers, J. (2012). Anti-oppressive social work research: reflections on power in the creation of knowledge. Social Work Education, 31, 50–879 doi:10.1080/02615479.2011.602965.
   Google Scholar
• Stone, C. (2016). The role of practice educators in initial and post qualifying social worker education. Social Work Education, 35(6), 706–718.
   Web of Science ®Google Scholar
• Tedam, P. (2014). When failing doesn’t matter: A narrative inquiry into the social work practice learning experiences of black African students in England. International Journal of Higher Education, 3(1), 136–145.
   Google Scholar
• Vassos, S., Harms, L., & Rose, D. (2018). Suprevision and social work students: Relationships in a team based rotation placement model. Social Work Education, 37(3), 328–341.
   Web of Science ®Google Scholar
• Waterhouse, T., McLagan, S., & Murr, A. (2011). From practitioner to practice educator: What supports and what hinders the development of confidence in teaching and assessing student social workers? Practice: Social Work in Action, 23(2), 95–110.
   Google Scholar
• Wilson, G. (2012). Reforming social work education: Some reflections on the contribution of practice learning. Practice (09503153), 24(4), 225–237.
   Google Scholar