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dc.contributor.authorYoung, Peter
dc.date.accessioned2019-06-15T01:31:32Z
dc.date.available2019-06-15T01:31:32Z
dc.date.issued2018
dc.identifier.issn1329-0584
dc.identifier.urihttp://hdl.handle.net/10072/385570
dc.description.abstractThe degree to which social work educators maintain engagement in practice alongside teaching requires closer examination, given the stronger accountability expectations associated with managerialism in Australian universities. This personal reflection suggests that the ways that social work educators discuss practice examples might be influenced by the proximity of the practice example, and therefore maintaining links with practice may positively contribute to the teaching process. Students learn on multiple levels, and the care and respect implicit in a practice example used in class may provide an important element in the teaching process, particularly in relation to core concepts such as unconditional positive regard. Gestalt therapy provides a lens to help explore this proposition, as Gestalt suggests that the aliveness of the client in the mind of the social work educator may contribute to an experiential change process in the classroom.
dc.description.peerreviewedYes
dc.publisherAustralian Association for Social Work and Welfare Education
dc.relation.ispartofpagefrom158
dc.relation.ispartofpageto162
dc.relation.ispartofissue2
dc.relation.ispartofjournalAdvances in Social Work and Welfare Education
dc.relation.ispartofvolume20
dc.subject.fieldofresearchSocial Work
dc.subject.fieldofresearchOther Education
dc.subject.fieldofresearchOther Psychology and Cognitive Sciences
dc.subject.fieldofresearchcode1607
dc.subject.fieldofresearchcode1399
dc.subject.fieldofresearchcode1799
dc.titleThe Practitioner Teacher
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
dc.description.versionVersion of Record (VoR)
gro.rights.copyright© 2018 Advances in Social Work and Welfare Education. The attached file is reproduced here in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.
gro.hasfulltextFull Text
gro.griffith.authorYoung, Peter G.


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