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Tutor and student experiences of teaching and learning law in UK social work education

  • Michael Preston-Shoot
    ,
  • Judy McKimm
Research Output: Contribution to journal Article Peer-review

Abstract

In a project researching the outcomes of teaching law in social work education, students and tutors were asked to reflect on their experiences of both the academic curriculum and how learning was translated into practice. Curriculum documents in the eight participating universities were also analysed. At times distinctive orientations emerged from approaches to teaching and practising social work law articulated by tutors and students, and captured in course documentation. On what contributed to effective teaching outcomes, both students and tutors emphasised the application of law learning to practice and the importance of considering learning styles. For students, law learning remains a complex challenge but with a clear interface with social work values. Teaching can help to reduce anxiety about practising social work law but familiar barriers to learning and its application in practice also surfaced. In addition to the time allocated to law learning, development of legal knowledge and skills was greatly affected by the priority given to this aspect of practice during placements. The openness of practice assessors and managers towards the legal rules and students who use their legal and ethical literacy to advocate for particular outcomes for service users was a crucial factor positively affecting the student experience.

Publication Information

Output type

Research Output: Contribution to journal Article Peer-review

Original language

English

Pages from-to (Number of pages)

Pages 896-913

Journal (Volume, Issue Number)

Social Work Education (Volume 31, Issue 7)

Publication milestones

  • Published - 01/09/2011

Publication status

Published - 01/09/2011

ISSN

0261-5479

External Publication IDs

  • handle.net: 10547/224872
  • Scopus: 84865279238

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