指導体制を反映した職員の役割認識とコメント指導に関する研究 : 学生の実習日誌に基づく質的分析

概要

論文の詳細を見る
This paper aims to evaluate student learning in social welfare practicums using the Grounded Theory Approach, which is a qualitative research method. The principle data was gathered from practicum diaries kept by students in their third year who had completed their required social welfare practicum in order to become licensed social workers, and during their 10-12 day advanced practicum at clinics in their senior year. In this paper, the principal data gathered from practicum diaries was analyzedfocusing on instructors' feedback to students. As a result, a core category, "using words with a clear understanding of one's role," and a different aim in two sub-core categories, "attention to students' personality," and "attention to program details," were formed.The results demonstrated that supervision with feedback on entries in students' practicum diaries was consistent with the instruction system. Furthermore, such feedback appeared to positively affect the instructors' understanding of their role, and the quality and effectiveness of the program.
東洋英和女学院大学の論文
2011-00-00