Simulation: social work education in a third place

The curriculums of social work education are traditionally divided, with professional and theoretical knowledge taught largely in the classrooms of academia, whilst practical skills and experience are developed mostly in workplace settings. This paper locates simulation in Lev Vygotsky's socioc...

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Bibliographic Details
Published in:Social work education 2023-08, Vol.42 (6), p.917-934
Main Authors: Meredith, Cathryn, Heslop, Philip, Dodds, Christina
Format: Article
Language:English
Subjects:
Authenticity
Awards & honors
Classrooms
COVID-19
Education
Emotional responses
Errors
Pandemics
pedagogy
practice learning
Professional training
Simulation
Skills
Social work
Social work education
Sociocultural factors
Teaching
theory to practice
Workplaces
zone of proximal development
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Summary:The curriculums of social work education are traditionally divided, with professional and theoretical knowledge taught largely in the classrooms of academia, whilst practical skills and experience are developed mostly in workplace settings. This paper locates simulation in Lev Vygotsky's sociocultural theory and Paulo Freire's pedagogy, considering its potential to offer social work education a third place, complementary to, yet unique and distinct from the first place of academy and the second place of placement. The authors present findings from the first stage of their evaluation of the introduction of simulation to social work curriculums at a UK university. Narrative responses are presented across six, overarching themes: the pedagogical approach; authenticity; engineered failure; applying theory in practice; developing practice skills; reflection and feedback. The data demonstrates that respondents valued opportunities for deliberate practice which enabled them to experience emotional responses and learn from their mistakes without negative consequence. Although these findings predate COVID 19, they are ever-more relevant as social work education reconsiders how to reach, teach, and engage social work students during the pandemic and beyond.
ISSN:0261-5479
1470-1227
DOI:10.1080/02615479.2021.1991908