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The collaboration of Learning styles theory and educational supervision enables the field educator to facilitate learning opportunities to the student in the field education context. Learning theory states there are certain conditions of learning, such as the assessment, planning, and instruction function, which provides a firm foundation for educative supervision. The differential learning styles of students also needs to be considered, especially in the initial, or orientation stages of the placement, and then where the placement goals are identified and outlined in the Learning Contract. In meeting the students learning requirements as well as the field teacher’s needs, these theoretical frameworks must be utilised to increase the social work students self awareness and professional development.
One of the most basic components of social work supervision is stated as being the teaching or education function (Morton & Kurtz, 1980). ... In a field placement setting, the social work supervisor must look at the conditions needed to optimise learning opportunities for the student. ... Educational supervision needs a combination of teaching strategies that will enhance a students understanding of the placement and meet their academic requirements. With the deployment of adult learning principles and differentiation between learning styles, the field teacher will facilitate the student in developing a sense of personal and professional growth, and a meaningful understanding of social work practice. ... These four dimensions illustrate the individual differences students bring to the field placement experience.
Approximate Word count = 1133
Approximate Pages = 4.5
(250 words per page double spaced)
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