Theoretical Orientations of Social Work Practice Teachers: An Analysis

Abstract

An exploratory-formulative study was conducted to inquire into the method theory guiding the social work practice teacher. Knowledge, action, and outcomes were considered the three reciprocal, symbiotic, and interdependent components of method theory. Educational background was viewed as a possible influence on the development of teachers' theoretical orientations. Twenty social work educators were interviewed. Content analysis was the primary data analysis tool. Findings fell into three areas: 1) ten basic categories which identified components of a teacher's theoretical orientation, 2) creation of teacher portraits based upon this analytic schema, 3) creation of teacher typologies based upon a comparative analysis of our educators. Teacher typologies clustered around two major educational traditions: Pragmatist and Rationalist/Empiricist.

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