TY  - JOUR
T1  - Sosyal Hizmet Alan Deneyiminin Sosyal Hizmetin Eğitim Süreçlerine Yansıması
TT  - The Reflection of Social Work Field Experience on Social Work Education Processes
AU  - Büyükkağnici, Aybüke
AU  - Gül Kapısız, Satı
AU  - Arslan Özdemir, Ezgi
AU  - Tek, Zeliha
PY  - 2026
DA  - July
Y2  - 2026
JF  - Çalışma İlişkileri Dergisi
JO  - CİDER
PB  - Çalışma ve Sosyal Güvenlik Eğitim ve Araştırma Merkezi
WT  - DergiPark
SN  - 2146-7854
SP  - 126
EP  - 148
VL  - 17
IS  - 2
LA  - tr
AB  - Bu araştırma, sosyal hizmet alan deneyiminin sosyal hizmet eğitimine etkisini akademisyen ve uygulayıcıların görüşleri doğrultusunda incelemektedir. Yorumlayıcı fenomenolojik analiz yöntemiyle gerçekleştirilen çalışmada, on katılımcıyla yapılan derinlemesine görüşmeler tematik olarak analiz edilmiştir. Bulgular, teori ve pratiğin sosyal hizmet eğitiminde birbirini tamamlayan bir yapı oluşturduğunu göstermektedir. Alan uygulamasının niteliği, süpervizyon, akademisyenlerin uygulama deneyimi, kurum iş birlikleri ve müfredat tasarımı bu ilişkiyi doğrudan etkilemektedir. Katılımcılar, uygulama kapasitesinin sınırlı olması, müfredat uyumsuzlukları, artan öğrenci sayıları, meslek kanununun bulunmaması ve standartlaşmamış eğitim politikalarını önemli sorunlar olarak ifade etmiştir. Sonuç olarak çalışma, sosyal hizmet eğitiminin güçlendirilmesi için uygulama temelli öğrenmenin geliştirilmesi, süpervizyon sisteminin iyileştirilmesi ve ulusal düzeyde standartların oluşturulması gerektiğini vurgulamaktadır.
KW  - : Sosyal hizmet eğitimi
KW  - teori–pratik entegrasyonu
KW  - alan uygulaması
KW  - süpervizyon
KW  - fenomenolojik analiz.
N2  - This study examines the impact of field experience on social work education based on the perspectives of academics and practitioners. Using an interpretative phenomenological analysis approach, in-depth interviews were conducted with ten participants and analyzed thematically. The findings indicate that theory and practice form a complementary structure within social work education. The quality of field placements, supervision processes, practitioners’ and academics’ practice experience, institutional collaborations, and curriculum design directly influence this relationship. Participants identified limited practice capacity, curriculum inconsistencies, increasing student numbers, the absence of a professional law, and the lack of standardized education policies as major challenges. Overall, the study highlights the need to strengthen social work education through enhancing practice-based learning, improving supervision systems, and establishing national standards.
CR  - Barretti, M. (2004). What do we know about the professional socialization of our students? Journal of Social Work Education, 40(2), 255–283. https://doi.org/10.1080/10437797.2004.10778493
CR  - Beddoe, L., & Maidment, J. (2009). Mapping knowledge for social work practice: Critical intersections. Cengage Learning.
CR  - Biernacki, P., & Waldorf, D. (1981). Snowball sampling: Problems and techniques of chain referral sampling. Sociological Methods & Research, 10(2), 141–163. https://doi.org/10.1177/004912418101000205
CR  - Bogo, M. (2015). Field education for clinical social work practice: Best practices and contemporary challenges. Clinical Social Work Journal, 43(3), 317–324. https://doi.org/10.1007/s10615-015-0526-5
Council on Social Work Education. (2015). Educational policy and accreditation standards. https://www.cswe.org/accreditation/policies-process/2015epas/
CR  - Eltaiba, N., & Ndoye, A. (2018). The effectiveness of field education in social work education: A student perspective. Advances in Social Work & Welfare Education, 20(1), 170–184.
CR  - Fortune, A. E., McCarthy, M., & Abramson, J. S. (2001). Student learning processes in field education: Relationship of learning activities to quality of field instruction, satisfaction, and performance among MSW students. Journal of Social Work Education, 37(1), 111–124. https://doi.org/10.1080/10437797.2001.10779040
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International Association of Schools of Social Work, & International Federation of Social Workers. (2020).
CR  - Global standards for social work education and training. https://www.iassw-aiets.org/global-standards-for-social-work-education-and-training/
CR  - Kadushin, A., & Harkness, D. (2014). Supervision in social work (5th ed.). Columbia University Press.
CR  - Knight, C. (2001). The process of field instruction: BSW and MSW students’ views of effective field supervision. Journal of Social Work Education, 37(2), 357–379. https://doi.org/10.1080/10437797.2001.10779060
CR  - Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Sage.
CR  - Miller, S. E. (2013). Professional socialization: A bridge between the explicit and implicit curricula. Journal of Social Work Education, 49(3), 368–386. https://doi.org/10.1080/10437797.2013.796773
CR  - Munson, C. E. (1987). Field instruction in social work education. Journal of Teaching in Social Work, 1(1), 91–109. https://doi.org/10.1300/J067v01n01_07
CR  - National Association of Social Workers. (2016). NASW code of ethics. https://www.socialworkers.org/About/Ethics/Code-of-Ethics
CR  - Payne, M. (2014). Modern social work theory (4th ed.). Palgrave Macmillan.
CR  - Reisch, M. (2013). Social work education at the crossroads: Some critical reflections. Journal of Social Work Education, 49(2), 181–193.
CR  - Shenton, A. K. (2004). Strategies for ensuring trustworthiness in qualitative research projects. Education for Information, 22(2), 63–75. https://doi.org/10.3233/EFI-2004-22201
CR  - Smith, J. A., Flowers, P., & Larkin, M. (2009). Interpretative phenomenological analysis: Theory, method and research. Sage.
CR  - Teater, B. (2010). An introduction to applying social work theories and methods. McGraw-Hill Education.
CR  - Wayne, J., Bogo, M., & Raskin, M. S. (2010). Field education as the signature pedagogy of social work education. Journal of Social Work Education, 46(3), 327–339. https://doi.org/10.5175/JSWE.2010.200900043
Yıldırım, A., & Şimşek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri. Seçkin Yayıncılık.
CR  - Yiğit, T. (2020). Sosyal hizmetin mesleki kimliği: Her koşulda insanlığın yanında olan meslek. Türkiye Sosyal Hizmet Araştırmaları Dergisi, 4(2), 9–19.
CR  - Yükseköğretim Kurulu. (2020). Sosyal hizmet ulusal çekirdek eğitim programı 2020 (SHUÇEP 2020). https://iletisim.aydin.edu.tr/tr-tr/akademik/fakulteler/saglikbilimleri/sosyal-hizmet/PublishingImages/Pages/shu%C3%A7ep/SHU%C3%87EP%202020.pdf
CR  - Zuchowski, I. (2016). Being a field educator: Socio-political influences and challenges. Social Work Education, 35(3), 286–300.
UR  - https://dergipark.org.tr/tr/pub/cider/article/1836282
L1  - https://dergipark.org.tr/tr/download/article-file/5479483
ER  -