Fieldwork in the Human Services: Theory and Practice for by Lesley Cooper

By Lesley Cooper

A pragmatic advisor for educators and bosses interested by supervising box schooling. Drawing at the event of teachers, clinicians and educators from Australia, New Zealand, Canada and the united kingdom, the gathering explores the way to utilize fieldwork event. With studying because the imperative topic, the participants study the sensible software of more than a few studying theories and versions of supervision. administration matters also are thought of, as are operating with cultural distinction and felony and moral facets.

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Additional info for Fieldwork in the Human Services: Theory and Practice for Field Educators, Practice Teachers & Supervisors

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These two perspectives are important to remember when examining how to build and sustain the supervision relationship. The student may experience stress and conflict as well as intimacy and nurturing within such a relationship. THE FIELD EDUCATOR’S QUALITIES The field educator brings the sum of their past experiences to each new relationship. These include their previous supervision FINAL ART c: ALLEN & UNWIN r: DP3\BP3301W\MAIN p: (02) 9438 3722 f: (02) 9438 3733 92 CHANDOS STREET ST LEONARDS NSW 2065 42 140 × 215 THE SUPERVISORY RELATIONSHIP 43 experiences and their personal style.

They have learned about the field educator’s approach and know the teacher’s style and preferences. Feedback from the field educator about the student’s actions is essential at this reproductive stage. Student assessment of the effectiveness of their modelling is also important. They are finally motivated to copy and reproduce the expert’s behaviours and actions because such actions lead to praise (a consequence) from their field educator. Students come to appreciate the field educator’s approach and seek to please them through emulation.

Teaching consists of actions that make such learning possible. Learning can have a profound impact on people. Understanding students and their cognitive development is fundamental to the teaching and learning process—it is a vital part of learner-centred education. Four learning theories and associated instructional approaches have been discussed: behavioural theories, social learning theories, cognitive theories and constructivist theories. The final section of this chapter, ‘theory into practice’, outlined a set of meta-cognitive skills to illustrate cognitive learning theories.

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