Lifelong Learning in Social Work: A Qualitative Exploration with Practitioners, Students, and Field Instructors

In the context of rapid change in social work practice related to policy, research findings, and theoretical developments, faculty are challenged to prepare students to engage in lifelong learning, a concept that has not been well-articulated in social work education. This article reports on an expl...

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Bibliographic Details
Published inAdvances in social work Vol. 16; no. 2; p. 260
Main Authors Jivanjee, Pauline, Pendell, Kimberly, Nissen, Laura, Goodluck, Charlotte
Format Journal Article
LanguageEnglish
Published Indianapolis Indiana University, School of Social Work 01.10.2015
Subjects
College faculty
Education work relationship
Learning
Migrant workers
Occupational roles
Policy analysis
Social change
Social programs
Social work education
Social workers
Students
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Summary:In the context of rapid change in social work practice related to policy, research findings, and theoretical developments, faculty are challenged to prepare students to engage in lifelong learning, a concept that has not been well-articulated in social work education. This article reports on an exploratory study of students,' social workers,' and field instructors' perspectives and experiences of lifelong learning. Based on focus group discussions, findings reveal the multi-faceted nature of lifelong learning, the personal characteristics and motivations of lifelong learners, and the roles of social work faculty and workplace environments in supporting learning. Implications address the roles of instructors and social work programs in giving students and social workers tools and opportunities to engage in continuous learning and professional growth.
ISSN:1527-8565
2331-4125