Download Free A Social Constructivist Approach To Field Instruction Practice Book in PDF and EPUB Free Download. You can read online A Social Constructivist Approach To Field Instruction Practice and write the review.

This is a book about the teaching and particularly the acquisition of translation-related skills and knowledge. Well grounded in theory, the book also provides numerous examples drawn from the author's extensive classroom experience in translator education and foreign language teaching. Kiraly uses a number of classroom case studies to illustrate his method, including: introductory courses in translation studies, project-based translation practice courses, translation studies seminars, as well as naturalistic foreign language learning classes for student translators. The book is primarily geared toward translator educators and programme administrators, as well as students of translation, and will also be of interest to foreign language teachers who incorporate translation into their teaching, to translation scholars, and to others involved in the world of translation.
This book is designed to guide social workers in their work as field instructors. It is unique in that it presents a conceptual system that unites social work theory taught in the classroom to actual practice in a variety of community settings. This system gives the field instructor a model to guide the student through a process that focuses attention on common elements of all social work practice situations. Many examples are presented to illustrate the application of this process. In addition, the text incorporates current research and experience on pre-practicum preparation, the importance of the initial meeting with students, the relationship between field instructor and student, guidance and monitoring of the learning process, evaluation procedures, legal liability and ethical issues, and working with students where age, experience, gender, differing ethnicities, or the presence of a disability may need consideration. Field education is examined bearing in mind the multiple and rapidly changing contexts of social work and social welfare policies and practices, university and service organizations, and professional and legal requirements. The Practice of Field Instruction in Social Work: Theory and Process is an invaluable text for anyone preparing to become a field instructor, for current field instructors, and for faculty members responsible for field coordination. The information presented here is based on current research and teaching experience. The model presented in the book has been used with success in undergraduate and graduate programs throughout Canada and in other countries.
Field education is considered by social workers to be the most crucial part of their professional preparation, as it allows students to engage with communities, apply theoretical concepts, and develop their skill sets. In Achieving Competence in Social Work Through Field Education, Marion Bogo synthesizes current and emerging knowledge on field education with the latest findings in the empirical literature. Bogo, an international leader in social work field education, has published extensively in the field. This new book delves into the rich theoretical and practical knowledge advancements of recent years to synthesize the processes that facilitate hands-on learning. With in-depth frameworks, approaches, and educational principles, as well as an appendix of evaluation tools, Bogo's writing is both insightful and widely applicable. Achieving Competence in Social Work through Field Education is accessible for faculty members, field instructors, and students who are looking to explore the possibilities of field teaching and learning in social work.
This book is about emerging models of design that are just beginning to be used by ID types. They are based on constructivist and chaos (non-linear systems or "soft systems") theory. This book provides constructivist instructional design (C-ID) theorists with an opportunity to present an extended version of their design model. After an introductory chapter on the history of instructional design models, and a chapter on the guiding principles of C-ID, the creators of six different C-ID models introduce and explain their models. A final chapter compares the models, discusses the future of C-ID models, and discusses the ways constructivist designers and scholars can interact with, and work with, instructional technologists who use different paradigms.
This new edition of Human Behavior Theory and Social Work Practice provides a broadly synthetic approach to selecting theoretical concepts crucial to one's activities in casework. Centered on the notion of the client as an individual, Roberta Greene and the contributing authors examine the biological, psychological, and social aspects of development, and evaluate their utility for social work practice.Social work is characterized by a dynamic helping process and a diversity of roles, and functions. The aims of social work--to improve societal conditions for individuals, families, and groups--are put into action across all fields of practice and realized through a variety of methods in a range of settings. To work in the field, it is important to acquire conceptual frameworks that help one understand the complexities of contemporary practice. This volume is concerned with the application of knowledge about behavior in the social environment that serves as the theoretical underpinning for direct practice in social work. The chapters explore the ways in which specific theories have contributed to understanding the person in the environment construct and examine the idea that all clinical social work intervention is anchored in reshaping the context of the person in the environment configuration.The book explores the challenges and limitations of the various theories in use and addresses many relevant questions: What does the theory offer for understanding development across the lifecycle? What does each theory suggest about the interaction among biological, psychological, and sociocultural factors of human development and functioning? What does the theory suggest about healthy/functional and unhealthy/dysfunctional behaviors or wellness? Is theory universal in its application, and may it lend itself to cross-cultural social work practice? What role does theory propose for the social worker as an agent of change? Human Behavior Theory and Social Work Practice is an original contribution to social work theory, and will be mandatory reading for anyone pursuing a career in the field.
First published in 1974, Social Work Treatment remains the most popular and trusted compendium of theories available to social work students and practitioners. It explores the full range of theoretical approaches that drive social work treatment and knowledge development, from psychoanalysis to crisis intervention. A treasure trove of practice knowledge, the text equips professionals with a broad array of theoretical approaches, each of which shine a spotlight on a different aspect of the human condition. Emphasizing the importance of a broad-based theoretical approach to practice, it helps readers avoid the pitfalls of becoming overly identified with a narrow focus that limits their understanding of clients and their contexts. This sweeping overview of the field untangles the increasingly complex problems, ideologies, and value sets that define contemporary social work practice. The result is an essential A-to-Z reference that charts the full range of theoretical approaches available to social workers, regardless of their setting or specialty.
Teachers of secondary mathematics are constantly being presented with new ideas about the teaching of mathematics in schools, ideas which often seem a long way from the reality of most mathematics classrooms. How can teachers bring these ideas into traditional classrooms where students are not necessarily that interested in mathematics--where students (and perhaps also teachers) are focused primarily on preparing for future assessment tasks? Teaching and Learning Mathematics together provides classroom teachers and trainee teachers with an introduction to the thinking behind some of these ideas. Drawing on the latest research in mathematics education and theories of learning and the experiences of teachers working in schools, James Pietsch puts forward a model for classroom activity based on collaboration rather than demonstration and practice. The model is put into practice and assessed drawing on the perspectives of teachers and students and comparisons between the collaborative classrooms and traditional classrooms. Teaching and Learning Mathematics together offers teachers an example of what reform principles might look like in practice--and what the benefits of such approaches might be for students and teachers alike.