SOSYAL HİZMET UYGULAMA EĞİTİMİNİN ÖĞRENCİLERİN GÖZÜNDEN DEĞERLENDİRİLMESİ: COVİD-19 PANDEMİ SÜRECİ

Year 2023, Volume: 4 Issue: 1, 17 - 46, 30.06.2023

Bilge Abukan , Gülsüm Çamur , Fatma Dilmen

Abstract

Bu çalışmada, Covid-19 pandemi sürecinde yürütülen sosyal hizmet uygulama eğitiminin öğrencilerin gözünden değerlendirilmesi amaçlanmıştır. Bu ana amaç doğrultusunda nitel yönteme dayalı olarak, uygulama eğitimi kapsamında gerçekleştirilen etkinlikler öğrencilerin görüşleri, deneyimleri ve değerlendirmeleri ile derinlemesine ele alınmıştır. Bulgular, bu süreçte gerçekleştirilen eğitimin uygulama bilgi ve becerilerinin geliştirilmesine katkı sağladığını göstermekle birlikte uzaktan eğitime özgü önemli bazı sınırlılıklara da işaret etmektedir. Bu bağlamda bu çalışma Türkiye’de uzaktan sosyal hizmet uygulama eğitiminin sonuçlarının araştırıldığı ilk çalışma olması yönüyle değerlidir. Öte yandan sosyal hizmet akademisyenlerinin uzaktan uygulama derslerini yapılandırmalarında, fırsatları ve sınırlılıkları farketmeleri için kanıt temeli sağlamaktadır. Bu çalışmanın gelişen teknoloji ile birlikte ortaya çıkan güncel eğitim yöntemlerinin sosyal hizmet alanına entegre edilmesine ilişkin literatürdeki tartışmanın bir parçası olması ve eğitim programların yapılandırılma sürecine bilgi temeli sağlaması umulmaktadır.

Keywords

Uzaktan eğitim, sosyal hizmet uygulama eğitimi, Covid-19 pandemi süreci

Examining of Social Work Practice Education from Students' Perspectives: Covid-19 Pandemic Process

Abstract

In this study, it is aimed to evaluate the social work practice training during the Covid-19 pandemic process from the eyes of the students. In line with this main purpose, based on the qualitative method, the activities carried out within the scope of the practical training were discussed in depth with the observations, experiences and evaluations of the students. The findings show that the education provided in this process contributes to the development of practical knowledge and skills, but also points to some important limitations specific to distance education. In this context, this study is valuable in that it is the first study to investigate the results of distance social work practice training in Turkey. On the other hand, it provides an evidence base for social work academics to recognize opportunities and limitations in structuring distance practice courses. It is hoped that this study will be a part of the discussion in the literature on integrating current education methods that emerged with the developing technology into the field of social work and provide a knowledge base for the structuring process of education programs.

Keywords

Distance education, social work practice education, Covid-19 pandemic process.

References

• Afrouz, R. (2021). Approaching uncertainty in social work education, a lesson from COVID-19 pandemic. Qualitative Social Work, 561–567.
• Amadasun, S. (2020). Social work and COVID-19 pandemic: An action call. International Social Work, 753-756.
• Amadasun, S. (2021). COVID-19 pandemic in Africa: What lessons for social work education and practice? International Social Work, 246–250.
• Ayala, J. S. (2009). Blended Learning as a New Approach to Social Work Education. Journal of Social Work Education, 277-288.
• Azman, A., Singh, P. S., Parker, J., and Crabtree, S. A. (2020). Addressing competency requirements of social work students during the COVID-19 pandemic in Malaysia. Social Work Education, 1058-1065.
• Cabiati, E., and Gomez-Ciriano, E. J. (2021). The dialogue between what we are living and what we are teaching and learning during Covid-19 pandemic: Reflections of two social work educators from Italy and Spain. Qualitative Social Work, 273–283.
• Cleland, J. A., Abe, K., and Rethans, J. J. (2009). The use of simulated patients in medical education: AMEE Guide No 42. Medical Teacher, 31(6), 477-486.
• Colvin, A. D., and Bullock, A. N. (2014). Technology acceptance in social work education: Implications for the field practicum. Journal of Teaching in Social Work, 34(5), 496-513.
• Crisp, B. R. (2018). From distance to online education: two decades of remaining responsive by one university social work programme. Social Work Education, 718-730.
• CSWE. (2015). EPAS revision. Retrieved from http://www.cswe.org/Accreditation/EPASRevision.aspx. Cummings, S. M., Foels, L., and Chaffin, K. M. (2013). Comparative Analysis of Distance Education and Classroom-based Formats for a Clinical Social Work Practice Course. Social Work Education, 68-80.
• Çelik, A. (2014). Sosyal Belediyecilik Anlayışı: Şanlıurfa Büyükşehir Belediyesi Örneği. Gazi Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi, 16(1), 1-20.
• Dinh, L. P., and Nguyen, T. T. (2020). Pandemic, social distancing, and social work education: students’ satisfaction with online education in Vietnam. Social Work Education, 1074-1083.
• Duyan, V. (2010). Sosyal hizmet: Temelleri, yaklaşımları, müdahale yöntemleri. Ankara: Sosyal Hizmet Uzmanları Derneği.
• Hitchcock, L. I., Sage, M., and Smyth, N. J. (Eds.). (2017, November 30). Technology in Social Work Education: Educators’ Perspectives on the NASW Technology Standards for Social Work Education and Supervision [Blog Post]. Retrieved from: http://www.laureliversonhitchcock.org/2017/11/30/technology-in-socialwork-education- educators-perspectives-on-the-nasw-technology-standardsfor-social-work-education-and- supervision
• Holloway, M., and Henry, C. (2020). Editorial: Social Work in the Time of the COVID-19 Pandemic: All in This Together? British Journal of Social Work, 637–641.
• IASSW and IFSW. (2020). Global Standards For Social Work Education And Training. https://www.iassw-aiets.org/wp-content/uploads/2020/11/IASSW-Global_Standards_Final.pdf
• Jones, P. (2010). Collaboration at a Distance: Using a Wiki to Create a Collaborative Learning Environment for Distance Education and On-Campus Students in a Social Work Course. Journal of Teaching in Social Work, 225-236.
• Jonge, E. d., Kloppenburg, R., and Hendriks, P. (2020). The impact of the COVID-19 pandemic on social work education and practice in the Netherlands. Social Work Education, 1027-1036.
• Kilpeläinen A., Päykkönen K. and Sankala J. (2011) The Use of Social Media to Improve Social Work Education in Remote Areas. Journal of Technology in Human Services, 29(1), 1-12.
• Kourgiantakis, T., and Lee, E. (2020). Social work practice education and training during the pandemic: Disruptions and discoveries. International Social Work, 761–765.
• Kuhn, B. A., Ayala, J., Hewson, J., and Letkemann, L. (2020). Canadian reflections on the Covid-19 pandemic in social work education: from tsunami to innovation. Social Work Education, 1010-1018.
• Kurzman, P. A. (2019). The Current Status of Social Work Online and Distance Education. Journal of Teaching in Social Work, 286-292.
• Levin, S., Whitsett, D., and Wood, G. (2013). Teaching MSW social work practice in a blended online learning environment. Journal of Teaching in Social Work, 33(4-5), 408-420.
• Maidment, J. (2005). Teaching Social Work Online: Dilemmas and Debates. Social Work Education, 185-195. McCarthy, K. M., Wilkerson, D., and Ashirifi, G. (2022). Student and Faculty Perceptions on Feedback in a Graduate Social Work Distance Education Program. Journal of Teaching in Social Work, 42(4), 392-408.
• Mclaughlin, H., Scholar, H., and Teater, B. (2020). Social work education in a global pandemic: strategies, reflections, and challenges. Social Work Education, 975-982.
• Mitchell, B., Sarfati, D., and Stewart, M. (2021). COVID-19 and beyond: A prototype for remote/virtual social work field placement. Clinical Social Work Journal, 1-8.
• Morley, C., and Clarke, J. (2020). From crisis to opportunity? Innovations in Australian social work field education during the COVID-19 global pandemic. Social Work Education, 1048-1057.
• Pelech, W., Wulff, D., Perrault, E., Ayala, J., Baynton, M., Williams, M., Shankar, J. (2013). Current Challenges in Social Work Distance Education: Responses from the Elluminati. Journal of Teaching in Social Work, 393-407.
• Reamer, F. G. (2013). Distance and Online Social Work Education: Novel Ethical Challenges. Journal of Teaching in Social Work, 369-384.
• Thompson, N. (2013). Kuram ve Uygulamada Sosyal Hizmeti Anlamak. Ankara: Dipnot Yayınları.
• Tuncay, T. (2020). Çevrimiçi Sosyal Hizmet Eğitimi: Fırsatlar ve Engeller. Türkiye Sosyal Hizmet Araştırmaları Dergisi, 18-25.
• Vernon, R., Vakalahi, H., Pierce, D., Pittman-Munke, P., and Adkins, L. F. (2009). Distance Education Programs in Social Work: Current and Emerging Trends. Journal of Social Work Education, 263-276.
• Yıldırım, F., Abukan, B., Öztürk, H., ve Eker, H. (2020). Sosyal hizmette teknoloji kullanımı ve sosyal hizmet uzmanlarının dijital yapabilirlikleri: Covid-19 salgını odağında bir değerlendirme. Journal of Turkish Studies, 15(8), 3899-3916.
• Wilkerson, D. A., & McCarthy, K. (2021). A Social Work Distance Educator Community of Practice: Description, Outcomes, and Future. Professional Development: The International Journal of Continuing Social Work Education, 24(1), 29–39.
• Whelan, J. (2021). Tales of precarity: A reflexive essay on experiencing the COVID pandemic as a social work educator on a precarious contract. Qualitative Social Work, 579–586.