critical thinking ab - tfelproject.com

Critical Thinking in Social Work Field Education

An Annotated Bibliography 2021

2 TFEL | Annotated Bibliography 2021

ACKNOWLEDGEMENTS

The Transforming the Field Education Landscape (TFEL) project is supported in part by the funding from the Social Sciences and Humanities Research Council of Canada (SSHRC). ANNOTATED BIBLIOGRAPHY AUTHORS

Julie Drolet (TFEL Program Director) Wasif Ali (Post Doc Scholar, University of Calgary) Nicole Brown (University of Calgary, Research Assistant) Jesse Henton (University of Calgary, Research Assistant)

SUGGESTED CITATION Transforming the Field Education Landscape (TFEL). (2021). Critical thinking in social work field

education. University of Calgary, AB: Authors.

CONTACT Dr. Julie Drolet, Professor & TFEL Project Director, Faculty of Social Work, University of Calgary, 3-250, 10230 Jasper Avenue, Edmonton, Alberta, T5J 4P6, Canada [email protected]


PURPOSE OF THE ANNOTATED BIBLIOGRAPHY

The Transforming the Field Education Landscape (TFEL) project, funded by the Social Sciences and Humanities Research Council of Canada’s (SSHRC) partnership grant program, aims to better prepare the next generation of social workers in Canada by creating training and mentoring opportunities for students, developing and mobilizing innovative and promising field education practices, and improving the integration of research and practice in field education. This annotated bibliography aims to learn about the interplay between critical thinking and social work field education. Critical thinking has been defined in many ways, and therefore, there is no single definition for it (Coleman et al., 2002). The literature in this review shows critical thinking through reflective practice on values, beliefs, and actions through seminars and portfolios has been important in developing social work skills.


METHODS

The methods for the search included searching for articles through the University of Calgary library online database. There were 25 articles found for this annotated bibliography on critical thinking in social work field education.

Database Search, Keywords and Modifications

Database Keywords Search Modifications

Academic Search Complete

• "Critical thinking" AND "Field education or field placement or practicum" AND "Social work*"

• 2011-2021 • Peer reviewed • English language

CINAHL Plus with Full Text • "Critical thinking" AND "Field

education or field placement or practicum" AND "Social work*"


Google Scholar • Critical thinking "social work" • 2000-2021

Social Work Abstracts

• Field education or field placement, critical thinking

• "Critical thinking" AND "Field education or field placement or practicum" AND "Social work*"


SocINDEX • "Critical thinking" AND "Field

education or field placement or practicum" AND "Social work*"


Sociological Abstracts

• “Critical thinking” “field education” “social work”

• Scholarly journal article • English language

University of Calgary Quick Search

• "Field education" AND "social work" AND "critical thinking"

• 2000 – 2021 • Peer reviewed


ANNOTATED BIBLIOGRAPHY

Bay, U., & Macfarlane, S. (2011). Teaching critical reflection: A tool for transformative learning in

social work? Social Work Education, 30(7), 745–758.

https://doi.org/10.1080/02615479.2010.516429

In an Australian Bachelor of Social Work degree, critical reflection is a process explicitly taught

in a fourth year subject to students who have returned from their first field placement

experience in agencies delivering social work programmes. The purpose of teaching critical

reflection is to enable social work students to become autonomous and critical thinkers who

can reflect on society, the role of social work and social work practices. The way critical

reflection is taught in this fourth-year social work unit relates closely to the aims of

transformative learning. Transformative learning aims to assist students to become

autonomous thinkers. Specifically, the critical reflection process taught in this subject aims to

assist students to recognise their own and other people's frames of reference, to identify the

dominant discourses circulating in making sense of their experience, to problematize their

taken-for -granted 'lived experience', to reconceptualise identity categories, disrupt assumed

causal relations and to reflect on how power relations are operating. Critical reflection often

draws on many theoretical frameworks to enable the recognition of current modes of thinking

and doing. In this paper, we will draw primarily on how post-structural theories, specifically

Foucault's theorising, disrupt several taken-for-granted concepts in social work.

Carey, M. E., & McCardle, M. (2011). Field note: Can an observational field model enhance critical

thinking and generalist practice skills? Journal of Social Work Education, 47(2), 357–366.

http://www.jstor.org/stable/23044456


This article examines how a baccalaureate program initiated an introductory field experience in an

attempt to improve two frequently identified impediments to quality field experiences, namely the

lack of a complete generalist practice experience and the lack of opportunities for integration of

theory into practice. The key components to this alternative model include providing an

observation-focused, faculty-guided, 75-hour on-site experience at selected social service agencies;

use of shadowing and group student learning; and the use of a tool to record observations and

develop critical thinking skills. An overview of the curriculum for this pilot project is provided with

examples of how both critical thinking skills and richer integration of full generalist practice were

achieved.

Coleman, H., Rogers, G., & King, J. (2002). Using portfolios to stimulate critical thinking in social work

education. Social Work Education, 21(5), 583–595.

https://doi.org/10.1080/0261547022000015258

Each generation of social work educators has grappled with the best way to teach students to

become competent social workers. Critical thinking has become one goal in social work education.

This paper is premised on the assumption that social work students can develop critical

thinking abilities through portfolios. The theory behind the use of portfolios in social work

education is a 'hand-in-glove fit' with critical thinking. In addition, portfolios are consonant

with social work values of self-determination and individualisation. Portfolios are compendiums of

purposefully selected student work to show that the objectives of a programme have been met.

They are also useful as an alternative method of student evaluation. Portfolios and critical

thinking are partners in educating students to become competent social workers.

Fitch, D., Peet, M., Reed, B. G., & Tolman, R. (2008). The use of ePortfolios in evaluating the

curriculum and student learning. Journal of Social Work Education, 44(3), 37–54.

https://doi.org/10.5175/JSWE.2008.200700010


Portfolios can foster the integration of theory, action, self-reflection, and assessment.

Electronic portfolios (ePortfolios) extend this concept by acting as a "content-management

system" that facilitates the collecting, considering, sharing, and presenting of learning

outcomes with and to others via a digital medium. This article describes the systematic

examination of an ePortfolio application under development and illustrates its potential

usefulness to not only facilitate and assess individual student learning, but also aid curricular

assessment. Our evaluation uncovered organizational, curricular, learning, logistical, and

technological issues involved in moving from a linear approach to teaching and learning

toward an integrated systems approach.

Fortune, A. E, Rogers, C. A, & Williamson, E. (2018). Effects of an integrative field seminar for MSW

students. Journal of Social Work Education, 54(1), 94–109.

https://doi.org/10.1080/10437797.2017.1307149

Integrative field seminars can help students with the difficult task of integrating learning

between field and class. Are the seminars effective? We compared one cohort of MSW

students who were required to attend an integrative field seminar (n = 101) with another

cohort that was not offered a seminar (n = 147). We questioned each cohort at the end of the

generalist practicum about skills and attitudes we thought the seminar would enhance.

Students who attended a seminar reported better critical thinking, more identification with

the profession, and more satisfaction with their field education. However, they were similar to

students without a seminar on 10 other skills, including evaluations by their field instructors.

Gibbons, J., & Gray, M. (2004). Critical thinking as integral to social work practice. Journal of Teaching

in Social Work, 24(1-2), 19–38. https://doi.org/10.1300/J067v24n01_02

The paper examines the role of critical thinking in an experience-based model of social work

education. Within this model, the development of a critical approach to our own


understanding of, as well as to existing knowledge about, the world is fundamental for

students and educators alike. Critical thinking is defined as more than a rational, step-by-step

problem-solving process; it is seen as the systematic application of critical thinking skills to

real life situations that can only be learned and refined through practice within a particular

discipline. It presumes a social constructionist understanding of the world whereby knowledge

is a social construction; where the limits of knowledge are recognised; and where knowledge

is seen as ever changing, even shifting and unstable. This is regarded as a very different

process from learning to apply knowledge that one accepts uncritically as true, reliable and

correct. Finally, creativity is viewed as pivotal to critical thinking and to preparing students for

the ambiguities and complexities of social work practice. As well as describing the critical

thinking components of the social work program, the paper shows how a critical thinking

stance can be fostered in the classroom, reports on our ongoing evaluation of our attempts to

teach students to think critically, and reports on the challenges and rewards experienced thus

far.

Heron, G. (2006). Critical thinking in social care and social work: Searching student assignments for

the evidence. Social Work Education, 25(3), 209–224.

https://doi.org/10.1080/02615470600564965

The ability to think critically would appear to be a defining feature of competent social work

practice. Yet the way practitioners develop critical thinking and how it is taught and assessed

within educational establishments is unclear. This paper explores one key aspect of the

learning process; the way critical thinking might be evidenced in the transition from further

education to higher education. The assignments produced by students undertaking the HNC in

social care and year one students at the initial stage of the BA Social Work programme in

Scotland were examined. The findings suggest that students working in social care


environments and year one students on the BA Social Work course were able to evidence

some critical thinking; however, it was generally quite minimal and limited to certain

categories. Whilst there are likely to be diverse opinions within Scotland as to how the new

four-year honours degree in social work is implemented in terms of teaching, assessment and

learning, a valuable opportunity may be missed if critical thinking is not a core feature and

meaningfully aligned to students' experiences at Further Education and Higher Education.

Hurst, T. E, & Hrostowski, S. (2020). Creating macro social work field placements through a university

campus social justice issue. Journal of Social Work Education, 56(3), 474–483.

https://doi.org/10.1080/10437797.2019.1661909

Providing hands-on experiential learning opportunities to supplement hypothetical classroom

lessons involving macro social work often presents challenges for educators. Applying

theoretical lessons to real-world settings has the potential to significantly boost student

critical thinking and problem-solving capabilities. Skill acquisition in these settings can help

create job-ready graduates who apply for management or leadership positions. This article

provides an overview of a social work field placement setting developed on a university

campus in the U.S. Deep South. The mission of the field placement program is to address the

needs of underserved students, staff, and faculty who were experiencing food insecurity or

who lacked other vital resources. Lessons learned by graduate students along with

implications for social work education are provided.

Jacqui, T., Gardner, F, & Long, N. (2017). Teaching critical reflection in social work field education.

Journal of Social Work Education, 53(2), 300–311.

https://doi.org/10.1080/10437797.2016.1266978

This article explores the process and outcomes of teaching critical reflection to social work

students in an Australian university, based on our experience with teaching critical reflection.


The application by students of a particular model of critical reflection to their learning

experiences during field education placements is described and analyzed. Examples of student

reflections are provided and discussed to illustrate how they have used the model of critical

reflection and incorporated its critical dimension. The student reflections demonstrate that

the model of critical reflection adopted assisted students to become more critical in their

understandings and to some extent in their actions.

Lawson, H. (2017). The role of the field educator in helping students develop critical reflection.

Journal of Practice Teaching & Learning, 15(2), 38–55.

This article offers advice to practice educators about the teaching of reflective and critically

reflective practice to social work students on placement. It explains what is meant by critical

reflection, it offers different tools and ways of teaching critical reflection to students, and it

also strives to problematize the teaching of critical reflection -- the meaning of which is itself

contested and evolving -- and to emphasise the need to subject all teaching tools to

theoretical scrutiny and awareness of socially constructed context and assumptions. A

critically reflective practice educator will interrogate the knowledge underpinning the skills

and encourage the student to do the same. The article argues that students have different

capacity to be reflective. It explores why many students find it difficult, and suggests that

effective critical reflection develops only with time and experience.

Lee, M., & Fortune, A. E. (2013). Do we need more "doing" activities or "thinking" activities in the

field practicum? Journal of Social Work Education, 49(4), 646–660.

https://doi.org/10.1080/10437797.2013.812851

How do MSW students learn new professional skills in the field practicum? Does students'

reflection affect the use of other learning activities during the field practicum? Students in

field practica participate in activities that involve observation, doing (participatory), and


conceptual linkage. In this study of MSW students, conceptual linkage activities represent

students' overall reflective capacity to integrate classroom theory and field practice. The

results indicate that conceptual linkage activities are more strongly related to learning

outcomes than observation or participatory activities. There is also a significant interaction

effect between participatory activities and conceptual linkage activities when students'

satisfaction is considered. Discussion includes suggestions for increasing students' reflection

to integrate classroom and field.

Marlowe, J. M., Appleton, C., Chinnery, S-A., & Van Stratum, S. (2015). The integration of personal

and professional selves: Developing students' critical awareness in social work practice. Social

Work Education, 34(1), 60–73. https://doi.org/10.1080/02615479.2014.949230

How social work students incorporate personal and professional selves in the contexts of field

education represents a cornerstone of effective and sustainable practice. This paper presents

a qualitative component of a study that tracked 15 third-year bachelor of social work students

across their first field placement to document their use of self, critical reflections and

experiential learning. The project examined students assessed ‘use of self’ assignments to

understand their capacity for and development of critical awareness across this placement.

Students were most articulate in being able to identify stressful situations that arose from

placement in terms of what they were thinking (mind) and feeling (emotion) and to a much

lesser extent to what they were sensing (body). Over time, students demonstrated a growing

critical awareness to better identify and respond to their self-reported tensions. The findings

provide developmental insights into how students integrate personal and professional selves

and potentially shift from reflective and reflexive practices to incorporating praxis in their

work. Through considering the linkages between self and practice, this paper explores student


experiences whilst on placement and the associated developmental tasks

of critical awareness.

Mathias, J. (2015). Thinking like a social worker: Examining the meaning of critical thinking in social

work. Journal of Social Work Education, 51(3), 457–474.

https://doi.org/10.1080/10437797.2015.1043196

Critical thinking is frequently used to describe how social workers ought to reason. But how

well has this concept helped us to develop a normative description of what it means to

think like a social worker? This critical review mines the literature on critical thinking for

insight into the kinds of thinking social work scholars consider important. Analysis indicates

that critical thinking in social work is generally treated as a form of practical reasoning.

Further, epistemological disagreements divide 2 distinct proposals for how practical reasoning

in social work should proceed. Although these disagreements have received little attention in

the literature, they have important implications for social work practice.

McCafferty, L., & Hay, K. (2020). Pre-placement skills for social work students. Advances in Social

Work & Welfare Education, 22(1), 81–94.

Social work skills are a key component in the social work education curriculum yet there is

little agreement in the literature on which skills should be acquired prior to placement. In an

effort to address this gap, this article will outline the results of a qualitative research project

wherein semi-structured interviews were conducted with eight field educators in a South

Island region of New Zealand. The findings of this research identified categories of skills that

are important for students prior to placement. These skills include communication, self-

reflection, critical thinking, social work process, application of theory, and cultural practice.

Ensuring the alignment of apposite skill development between regulatory bodies, social work

academics and field educators is important for the effectiveness of social work education.


McGuire, L. E., & Lay, K. A. (2020). Reflective pedagogy for social work education: Integrating

classroom and field for competency-based education. Journal of Social Work Education, 56(3),

519–532. https://doi.org/10.1080/10437797.2019.1661898

With the 2008 Education Policy and Accreditation Standards (EPAS) identifying field as

signature pedagogy and the 2015 EPAS emphasizing holistic competence, social work

education is challenged to identify and expand pedagogy that supports and enhances the

integration of classroom and field education. This article posits reflective pedagogy as a

strategy to integrate theory and practice in order to achieve competency. An examination

of field education as pedagogy, as well as a conceptual review of reflection and critical

thinking, is provided to further explicate an understanding of reflective pedagogy that

embraces experiential learning, integrates content with experience, and facilitates meaning.

Instructional strategies consistent with reflective pedagogy are discussed. Additional research

is needed to expand knowledge of reflective pedagogy and how it may be effectively utilized

to enhance social work education.

Mitchell, B., Sarfati, D., & Stewart, M. (2021). COVID-19 and beyond: A prototype for remote/virtual

social work field placement. Clinical Social Work Journal, 1–8.

https://doi.org/10.1007/s10615-021-00788-x

The COVID-19 pandemic necessitated an abrupt conclusion of field placement for social work

interns at a comprehensive cancer center. In response to social distancing requirements,

social workers, but not interns, were granted access to work remotely. Virtual programming

became necessary to meet the interns' remaining educational requirements and provided an

opportunity for proper termination from the program. This article will delineate the program

redesign for oncology social work interns using remote/virtual modalities. This melded

approach involved creating simulated clinical interactions, based on selected points along the


illness trajectory targeting specific clinical competencies, which were presented to interns by

phone and/or videoconference. Examples will be provided related to developing clinical skills

and critical thinking and preparing for professional responsibilities within a broad range of

healthcare settings. Guidelines for working with individuals, couples/families, and groups will

be included. Issues of individual and group supervision will be explored, with sensitivity to the

parallel experience of existential uncertainty and mortality awareness among the interns in

the context of the pandemic. Although in-person training is preferable, there are advantages

to virtual learning for both supervisors and interns. This creative adaptation of field education

provides an innovative programming model that can be used to enhance the experience

for social work interns moving forward in various healthcare settings during ordinary or

extraordinary circumstances.

Morley, C., & Dunstan, J. (2013). Critical Reflection: A Response to Neoliberal Challenges to Field

Education? Social Work Education, 32(2), 141–156.

https://doi.org/10.1080/02615479.2012.730141

This paper explores the ways in which neoliberal thinking and practices have impacted upon

Australian social work, with a particular emphasis on field education programmes. We outline

a number of challenges that neoliberalism presents for maintaining quality field education

programmes in social work and, within this context, explore the opportunities for social work

educators to respond creatively by using practices informed by critical pedagogy and critical

social work approaches. We do this by reporting preliminary findings from original research

that examined the possibilities for critical pedagogy and critical reflection to deconstruct

myths and counteract some of the consequences of neoliberalism. We position such critical

practices as forms of resistance within critical social work programmes, to maintain and

protect the integrity and quality of field education in contemporary social work programmes.


Pillay, R., Pretorius, E., & Canham, H. (2018). Are we getting socially just pedagogy, right? Reflections

from social work praxis. Journal of Human Behavior in the Social Environment, 28(3), 286-302.

https://doi.org/10.1080/10911359.2017.1417190

This article explores how the teaching of group work field education can be developed

through learning communities. The Bachelor of Social Work degree is being revised to include

a wider social development focus against the backdrop of increasing socio-economic

inequality. Given these changes, educators are encouraged to develop courses that promote

active learning to engage students emotionally, cognitively and behaviourally as socially

responsible citizens. Socially just pedagogy, informed by a convergent theoretical orientation

that is able to hold multiple realities, forms of inequality, and agency, was used to underpin

the field education course to achieve learning outcomes of critical thinking, reflection,

reflexivity and an acute understanding of difference. In this exploratory qualitative study, the

views of eight students and five external field supervisors are considered in relation to the

introduction of the Ke Moja (I am fine, without drugs) programme to conduct group work at

working class public schools. The focus was to foster greater awareness on substance use

implementing a meso-practice group work intervention. Data were from a focus group with

students and a semi-structured interview with external field education supervisors. Data were

analysed using thematic analysis. Findings of the study suggest the potential of the

programme to strengthen social work students' awareness of the critical aspects of

group work, the values and the ethics relevant to the profession and thoughtful citizenship.

They also point to the limitations of the programme to engage with the socio-economic

conditions that produce drug dependence.

Rogers, G., & McDonald, L. (1992). Thinking critically: an approach to field instructor training. Journal

of Social Work Education, 28(2), 166–177. https://doi.org/10.1080/10437797.1992.10778770


This study evaluated a ten-week course designed for social work field instructors interested in

developing a critically reflective approach to field instruction. The course trained participants

to think critically about their role in preparing professional social workers. A pretest-post-test

non-equivalent comparison group design was utilized. The Watson-Glaser Critical Thinking

Appraisal was used as the measurement instrument. Using t-tests, the findings indicate that

the participants significantly increased their overall ability to think critically when compared to

the control group. The implications for practicum instruction are addressed.

Rowan, N., Mathis, L., Ellers, F., & Thompson, J. (2013). Creating learning opportunities for the

enhancement of critical thinking skills in BSW education. The Journal of Baccalaureate Social

Work, 18, 123–140.

The Council on Social Work Education has identified the enhancement of critical thinking

skills as a vital component in social work education. Educators are challenged to

create learning opportunities for knowledge and skill development as it relates to critical

thinking. This article offers a description of a specific project to emphasize improvement

in critical thinking skills through a newly created Writing Skills for Social Workers course and

increased rigor in a BSW capstone project. The process of obtaining funding for the project

and the methods in place to sustain it are also provided. Results indicate 88% of the students

involved in the overall project demonstrated the ability to use social work critical thinking

skills necessary to examine evidence, provide a clear explanation of reasonable alternatives,

and evaluate possible consequences. Recommendations to continue providing learning

opportunities to enhance critical thinking skills in BSW education are discussed. Adapted from

the source document.

Samson, P. L. (2016). Critical thinking in social work education: A research synthesis. Journal of Social



In a meta-analytic review of critical thinking in social work education, findings revealed

variability in research designs, methods, and subsequent findings. The 10 studies reviewed

assessed different components of critical thinking and highlighted different potential

moderator variables. Although there are significant limitations to all the studies analyzed in

this review, findings suggest some practical significance and point to the need for future

research to include more rigorous experimental research designs that include control groups

and a comprehensive analysis of potential moderator variables that may include

socioeconomic status, ethnicity, academic rank, and teaching methodology.

Sharma, S. (2015). Fieldwork supervision: Meeting requirements of social work education through

critical thinking. Hong Kong Journal of Social Work, 49(1n02), 3–14.

https://doi.org/10.1142/S0219246215000030

This paper highlights the process of supervision that aims to developing critical thinking

amongst social work students by consciously creating spaces for them, so as to enable them

to reflect upon their own position and the social context within which the individuals, groups

and societies exist. It is hoped that the paper will generate debate as well as a critical and

constructive evaluation of the role of supervision in the context of third world countries,

which face the problem of structural inequality in their societies. The paper is also expected to

provide insights for fieldwork supervisors who may wish to challenge their students to

question the existing status quo in the society. The paper is based entirely on the author's

experiences as a field work supervisor, her observations and discussions with students during

individual conferences, group meetings, community field visits and through fieldwork reports

of the students.


Szenes, E., & Tilakaratna, N. (2021). Deconstructing critical reflection in social work and business:

Negotiating emotions and opinions in reflective writing. Journal of English for Academic

Purposes, 49, 100931. https://doi.org/10.1016/j.jeap.2020.100931

Critical reflection is considered a highly valued graduate attribute in higher education.

Assignments that assess critical reflection skills often require students to focus on subjective

and personal experiences, attitudes and dispositions. In addition to being typically less valued

than objective and theoretical knowledge, reflective writing is often viewed as unstructured

and ‘creative’, therefore challenging to teach and learn. This paper makes visible the means by

which high-achieving students in social work and business successfully engage with subjective

meanings in reflective writing. Drawing on the Appraisal framework from Systemic Functional

Linguistics, this paper shows how successful students move from common sense

understanding of problematic situations to demonstrating disciplinary knowledge and values

in their fields of study. The paper concludes with consolidating the findings to make visible

successful critical reflection practices as well as associated ethical concerns in order to

advance equitable outcomes in higher education.

Wayne, J., Bogo, M., & Raskin, M. (2006). Field notes: The need for radical change in field education.



This article relates the evolution of field-related accreditation standards since the 1982

Council on Social Work Education (CSWE) Curriculum Policy Statement to the changes that

have occurred in agencies, students, and educational institutions. It demonstrates how CSWE

modifications helped solve some problems while creating new ones. The authors argue that

radical approaches to field education must be explored in order to overcome the roadblocks

to high-quality field experiences. The discussion includes a report of a meeting attended by 33


directors of field education who met to engage in such a problem-solving process. A plea for

continuing such dialogue and action is urged.

Williams-Gray, B. (2014). Preparation for social service leadership: Field work and virtual

organizations that promote critical thinking in administration practice. Journal of Teaching in

Social Work, 34(2), 113–128. https://doi.org/10.1080/08841233.2014.892050

This article examines how to prepare professional social workers for real-world non-profit

leadership roles. A pilot course assignment that incorporates a quasi-organization fieldwork

simulation developed by the author is described. Development and application of critical

thinking skills are reviewed, the course objective is explained, and methods and content that

evolved during a three-semester trial are outlined. Student assignments and evaluation results

indicate that a virtual asynchronous classroom experience is beneficial for students and

faculty and that MSW administration students studying advanced generalist practice are an

under-recognized potential source of non-profit leadership.


REFERENCES

Bay, U., & Macfarlane, S. (2011). Teaching critical reflection: A tool for transformative learning in

social work? Social Work Education, 30(7), 745–758.

https://doi.org/10.1080/02615479.2010.516429

Carey, M. E., & McCardle, M. (2011). Field note: Can an observational field model enhance critical

thinking and generalist practice skills? Journal of Social Work Education, 47(2), 357–366.

http://www.jstor.org/stable/23044456

Coleman, H., Rogers, G., & King, J. (2002). Using portfolios to stimulate critical thinking in social work

education. Social Work Education, 21(5), 583–595.

https://doi.org/10.1080/0261547022000015258

Fitch, D., Peet, M., Reed, B. G., & Tolman, R. (2008). The use of ePortfolios in evaluating the

curriculum and student learning. Journal of Social Work Education, 44(3), 37–54.


Fortune, A. E, Rogers, C. A, & Williamson, E. (2018). Effects of an integrative field seminar for MSW

students. Journal of Social Work Education, 54(1), 94–109.

https://doi.org/10.1080/10437797.2017.1307149

Gibbons, J., & Gray, M. (2004). Critical thinking as integral to social work practice. Journal of Teaching

in Social Work, 24(1-2), 19–38. https://doi.org/10.1300/J067v24n01_02

Heron, G. (2006). Critical thinking in social care and social work: Searching student assignments for

the evidence. Social Work Education, 25(3), 209–224.

https://doi.org/10.1080/02615470600564965

Hurst, T. E, & Hrostowski, S. (2020). Creating macro social work field placements through a university

campus social justice issue. Journal of Social Work Education, 56(3), 474–483.

https://doi.org/10.1080/10437797.2019.1661909


Jacqui, T., Gardner, F, & Long, N. (2017). Teaching critical reflection in social work field education.


https://doi.org/10.1080/10437797.2016.1266978

Lawson, H. (2017). The role of the field educator in helping students develop critical

reflection. Journal of Practice Teaching & Learning, 15(2), 38–55.

Lee, M., & Fortune, A. E. (2013). Do we need more "doing" activities or "thinking" activities in the

field practicum? Journal of Social Work Education, 49(4), 646–660.

https://doi.org/10.1080/10437797.2013.812851

Marlowe, J. M., Appleton, C., Chinnery, S-A., & Van Stratum, S. (2015). The integration of personal

and professional selves: Developing students' critical awareness in social work practice. Social


Mathias, J. (2015). Thinking like a social worker: Examining the meaning of critical thinking in social

work. Journal of Social Work Education, 51(3), 457–474.

https://doi.org/10.1080/10437797.2015.1043196

McCafferty, L., & Hay, K. (2020). Pre-placement skills for social work students. Advances in Social

Work & Welfare Education, 22(1), 81–94.

McGuire, L. E., & Lay, K. A. (2020). Reflective pedagogy for social work education: Integrating

classroom and field for competency-based education. Journal of Social Work Education, 56(3),

519–532. https://doi.org/10.1080/10437797.2019.1661898

Mitchell, B., Sarfati, D., & Stewart, M. (2021). COVID-19 and beyond: A prototype for remote/virtual

social work field placement. Clinical Social Work Journal, 1–8.

https://doi.org/10.1007/s10615-021-00788-x


Morley, C., & Dunstan, J. (2013). Critical Reflection: A Response to Neoliberal Challenges to Field

Education? Social Work Education, 32(2), 141–156.

https://doi.org/10.1080/02615479.2012.730141

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