Facilitating students to be self-initiative in fieldwork learning

Abstract

Based on a qualitative study with twenty first year social work students, the perception of students towards their learning experience in their fieldwork placement is reviewed by conducting a semi-structured in-depth interview. The study revealed that while students had achieved the majority of the expected learning outcomes in fieldwork, there was a tendency for students to rely on a more passive mode of learning, hoping to receive direct instructions and assistance from supervisors. This is contrary to the expectation that students should be prepared to be self-initiated learners. Further investigation of the interview scripts indicated that a few students found difficulty to manage the stress they faced which hindered their professional development. They were hesitated to go into the field and perform duties in an adverse work environment. Discussion is made towards the possible reasons for these students being passive learners and the necessary support that should be provided for them to overcome the learning obstacles. It is argued that from the students’ perspective, they would prefer a more accommodative and accepting learning environment. They expect more recognition from the supervisors for the contribution they made in their fieldwork. The positive modelling of the agency staff members is also essential for them to build up their professional identity. It is clear from the students’ perspective that a strengths-based mode of instruction, a collaborative supervisor-supervisee relationship and a student-centred learning approach are some of the prerequisites for students to start their journey to become independent learners in their fieldwork. It is suggested that to address the concerns of this group of students, more preparation in terms of their psychological adaption and knowledge of current practice in the field are essential to optimize their learning.