Congruence of classroom and field instruction in social work: An empirical study

R. Iki Savaya, Neta Peleg-Oren, Dorit Stange, Yael Geron

Research output: Contribution to journalArticlepeer-review

Abstract

This study examines the degree of congruence between the aims and missions emphasized in the classroom and those conveyed to the students in their fieldwork in the three years of an undergraduate program in Social Work at the Bob Shapell School of Social Work in Israel. Analysis of the responses of 28 classroom instructors and 142 field supervisors on a 40-item questionnaire revealed a synergetic and complementary pattern of classroom and field instruction, reflecting the School’s investment of time, energy, and thought in coordinating the two. Some problems of coordination were found, however, and recommendations were made to rectify them.

Original languageEnglish
Pages (from-to)297-308
Number of pages12
JournalSocial Work Education
Volume22
Issue number3
DOIs
StatePublished - Jun 2003

Keywords

  • Articulated approach
  • Classroom instruction
  • Field
  • Social work students

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