Teaching and Learning of Social Work through Autobiographic Literatures.

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Bibliographic Details
Title:	Teaching and Learning of Social Work through Autobiographic Literatures.
Authors:	Rambaree, Komalsingh¹, Karlsson, Lis-Bodil¹
Source:	International Journal of Learning. 2012, Vol. 18 Issue 4, p17-27. 11p.
Subject Terms:	Autobiography, Social work education, Bloom's taxonomy, Perceptual motor learning, Discourse analysis, Cognition, Social services -- Practice
Abstract:	Like many other subjects and disciplines, the teaching and learning of social work is also based on the notion of engaging learners through different levels of Bloom's (1956) taxonomy of learning - cognitive, affective and psycho-motor. From this theoretical perspective, teachers responsible for developing social work curricula usually look for different materials and methods for transferring social work knowledge and skills that touches the three essential domains of teaching and learning. Within this context, this paper considers the use of autobiographic literatures as a material and method for transferring social work knowledge and skills to learners through the three learning domains. Through a discourse analysis of students' perceptions on making use of autobiographic literatures in a research methodology course, this paper answers two specific research questions: (a.) how social work learners relate to autobiographic literatures as a learning material and (b.) how autobiographic literatures could effectively be used within teaching and learning of social work. The analysis of the learners' perspective from this study reveals that autobiographic literatures are interesting, informative and helpful materials for teaching and learning of both theories and practice of social work. However, teachers responsible for designing social work teaching curricula should ensure that methodologically the materials and methods engage the learners at different learning domains for the learning of both theories and practice of social work. The paper also supports the view that materials and methods in teaching and learning of social work should be rigorously evaluated with more focus given to the learners' insights as part of a more participatory curriculum review. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	Like many other subjects and disciplines, the teaching and learning of social work is also based on the notion of engaging learners through different levels of Bloom's (1956) taxonomy of learning - cognitive, affective and psycho-motor. From this theoretical perspective, teachers responsible for developing social work curricula usually look for different materials and methods for transferring social work knowledge and skills that touches the three essential domains of teaching and learning. Within this context, this paper considers the use of autobiographic literatures as a material and method for transferring social work knowledge and skills to learners through the three learning domains. Through a discourse analysis of students' perceptions on making use of autobiographic literatures in a research methodology course, this paper answers two specific research questions: (a.) how social work learners relate to autobiographic literatures as a learning material and (b.) how autobiographic literatures could effectively be used within teaching and learning of social work. The analysis of the learners' perspective from this study reveals that autobiographic literatures are interesting, informative and helpful materials for teaching and learning of both theories and practice of social work. However, teachers responsible for designing social work teaching curricula should ensure that methodologically the materials and methods engage the learners at different learning domains for the learning of both theories and practice of social work. The paper also supports the view that materials and methods in teaching and learning of social work should be rigorously evaluated with more focus given to the learners' insights as part of a more participatory curriculum review. [ABSTRACT FROM AUTHOR]
DOI:	10.18848/1447-9494/CGP/v18i04/47580