Work-based Supervisors: The Neglected Partners in Practice Learning

Abstract

The introduction of the Degree in Social Work programme in 2003 prompted considerable diversification in arrangements for practice supervision, teaching and assessment. A small scale exploratory study was undertaken into a model which utilises work-based supervisors, working in tandem with off-site practice teachers who are primarily responsible for the assessment of student social workers. The study focused on exploring the experiences of work-based supervisors and off-site practice teachers working to this model. The findings pointed to increased anxiety and confusion about roles amongst work-based supervisors and off-site practice teachers. Work-based supervisors described themselves as the ‘neglected partners’ in the learning process, taking on most of the work, but with limited recognition, reward or status. Work-based supervisors valued the new range of professional development opportunities to support them in their role but had difficulty in accessing these due to other professional commitments.

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