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Using visual methodology: Social work student's perceptions of practice and the impact on practice educators.
Bailey-McHale, Julie Bailey-McHale, Rebecca Caffrey, Bridget Macleand, Siobhan Ridgway, Victoria
Bailey-McHale, Julie
Bailey-McHale, Rebecca
Caffrey, Bridget
Macleand, Siobhan
Ridgway, Victoria
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Publication Date
2018-06-21
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Abstract
Practice learning within social work education plays a significant part in students’ educational journey. Little is understood about the emotional climate of placements. This paper presents a small scale qualitative study of 13 social work students’ perceptions of their relationship with a practice educator (PE) and 6 PE’s perceptions of these emotional experiences. Visual methodology was employed over a two-phased research project, first social work students were asked to draw an image of what they thought practice education looked like, phase two used photo eliciation, PEs were then asked to explore the meaning of these images. Results demonstrated that social work students focused on their own professional discourse, the identity of PEs, power relationship and dynamics between themselves and PEs, the disjointed journey and practice education in its entirity. Whilst the PEs shared their personal views of practice education and reflected on this, both groups had a shared understanding of practice education including its values and frustrations.
Keywords: social work placements, visual methodology, practice educators
Citation
Bailey-McHale,. J., Bailey-McHale, R., Caffrey.B., Maclean.S., Ridgway,V. (2018). Using visual methodology: Social work student's perceptions of practice and the impact on practice educators. Practice, 31(1), 57-74.
Publisher
Taylor & Francis
Journal
Practice
Research Unit
DOI
10.1080/09503153.2018.1476477
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Type
Article
Language
en
Description
This is an Accepted Manuscript of an article published by Taylor & Francis in Practice on 21-6-18, available online: https://doi.org/10.1080/09503153.2018.1476477
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ISSN
EISSN
1742-4909