Practice education in social work: a scoping review of existing research

Abstract

Practice learning is central to the pedagogy of social work education; it enables students to link theory and practice, and supports them to develop the knowledge, skills, and behaviors required to enter the profession. In England, practice educators—experienced qualified social workers who have undertaken relevant training—are responsible for providing learning opportunities and assessing students’ practice learning. This article outlines a scoping review of research on practice education in the United Kingdom (UK). Thirty-seven empirical studies based in the UK were identified, covering four aspects of practice education: working with students, relationships and emotional labor, the practice education system, and the wider context of practice education. This review highlights that practice educators manage a complex array of relationships and demands placed upon them, whilst working at the interface of competing conceptions of social work. Research indicates there is often limited recognition and support for practice educators, and this lack of attention is reflected in relatively scant research on the experiences of practice educators and the skills required for the role. Greater recognition and support are needed to sustain the practice educator workforce, and more research is required to better understand the needs and experiences of practice educators.

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