This new text provides students, practitioners, and their assessors with an understanding of: how people learn best in the workplace; what principles are involved in work-based teaching and assessment and what the impact of these is on learning processes and outcomes; and how other disciplines contribute to work-based learning. Informed by theory and firmly located in the policy context, the book offers models for good practice and case material throughout to enhance learning.

AUDREY BEVERLEY is Senior Lecturer in Social Work at Salford University, UK and Coordinator of the Greater Manchester Practice Teacher programme.
AIDAN WORSLEY is Principal Lecturer in Social Work at Manchester Metropolitan University, UK. He is Leader for the Diploma in Social Work and for the degree in Social Work.

List of Diagrams	p. x
Preface	p. xi
Introduction	p. 1
Setting the Context for Learning	p. 5
Social Work Education	p. 5
Learning in Uncertain and Complex Environments	p. 8
Activity: What is Social Work?	p. 12
The Learning Organisation	p. 13
Activity: Evaluating Your Learning Organisation	p. 14
Learning Partnerships	p. 19
Practice Curriculum	p. 21
The Initial Meeting	p. 23
Activity: Personal and Agency Profiles	p. 23
Creating a Learning Agreement	p. 25
Activity: Learning Agreements and Partnerships	p. 28
Support for the Learner and the Enabler	p. 29
Activity: Support Networks	p. 30
Mentor and Mentee Learning Partnerships	p. 31
Working with Difference	p. 34
Activity: Code of Practice and ADP	p. 38
Adult Learning	p. 40
Activity: Factors Influencing Learning	p. 42
Theories of Learning	p. 43
Learning to Learn	p. 49
Activity: Learning Preferences	p. 49
Learning Styles	p. 50
Activity: Learning Styles	p. 53
Enabler Styles	p. 55
Activity: Surface and Deep Learning	p. 55
Activity: Matching Enabling and Learning	p. 57
Blocks to Learning	p. 58
Creating and Using Learning Opportunities	p. 62
Learning Outcomes	p. 64
Activity: Identifying Learning Needs	p. 67
Activity: Identifying Learning Needs	p. 68
Learning Opportunities and Standards	p. 68
Activity: Identifying Opportunities in the Workplace	p. 69
Activity: Identifying Specific Opportunities	p. 71
Planning a Practice Curriculum	p. 72
Learners as a Resource	p. 76
Models of Practice Learning	p. 78
Activity: Identifying Roles in Learning	p. 81
Activity: Enables Learning Needs	p. 81
Supervision	p. 83
Theories and Definitions	p. 83
Supervision Changing over Time	p. 87
Roles and Responsibilities	p. 88
Preparing for Supervision	p. 90
Activity: Creating a Shared Understanding of Supervision	p. 90
Behind Closed Doors	p. 91
Constructing Supervision	p. 93
Activity: Conducting a Personal Review	p. 95
Power and Supervision Games	p. 98
Reflective Practice	p. 104
Definitions and Overview	p. 104
Activity: Examining Complex Scenarios	p. 107
Models of Reflection	p. 113
Theory into Practice	p. 118
Activity: Developing Reflective Writing Skills	p. 121
Reflection and Profession	p. 123
Activity: Thinking about Thinking	p. 125
Evidencing and Assessing Competence	p. 127
Purpose of Assessment	p. 129
Types of Assessment	p. 129
The Process of Assessment	p. 130
The Principles of Assessment	p. 133
Feedback	p. 137
Assessment Methods	p. 138
Learning in a Multidisciplinary Setting	p. 147
Activity: Professional Culture	p. 148
Activity: Examining Professional Connections	p. 151
Activity: Identities and Boundaries	p. 155
Activity: Expectations of Social Workers	p. 157
Using the Expertise of Others	p. 158
The Practitioner-researcher	p. 160
Activity: Evaluating Practice	p. 164
Critical Learning in Multidisciplinary Settings	p. 165
Activity: Blue Skies Thinking in Multidisciplinary Settings	p. 167
Dealing with Difficulties	p. 168
Difficulties within the Learning Partnership	p. 169
Activity: What Would You Do?	p. 181
Activity: Dealing with Feelings	p. 184
Conclusion	p. 187
Glossary	p. 190
Bibliography	p. 193
Index	p. 204
Table of Contents provided by Ingram. All Rights Reserved.

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