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Educating Social Work Students Against the Grain: Tutors Accepting that Facilitating Learning Means we Need to Adapt our Preferred Teaching Styles

Wall, Kay (2018) Educating Social Work Students Against the Grain: Tutors Accepting that Facilitating Learning Means we Need to Adapt our Preferred Teaching Styles. Worcester Journal of Learning and Teaching, 12. pp. 17-22. ISSN 2024-8032

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Abstract

This paper draws on a case example of working with a student within the workplace whose personal characteristics and learning style conflicted with my own preferred style of delivery, and indeed challenged my own professional persona. Concepts of power and emotional intelligence are explored, and the need to work in partnership to create a ‘safe place’ for learning and assessment in an educational context. The willingness to change teaching style and adapt contributed to my own professional development as a facilitator of learning, and enhanced the learning experience for the student

Item Type: Article
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The full-text can be accessed via the Official URL.
Worcester Journal of Learning and Teaching (WJLT) is an open-access, peer-reviewed journal published by the University of Worcester to disseminate academic articles, project reports and personal perspectives about Learning and Teaching written by staff associated with the University and its partners.

Uncontrolled Keywords: teaching styles, emotions, educator learning styles, assessment of students, critical reflection, Worcester Journal of Learning and Teaching
Subjects: H Social Sciences > H Social Sciences (General)
L Education > LC Special aspects of education > LC5201 Education extension. Adult education. Continuing education
Divisions: Academic Departments > Institute of Health and Society
Related URLs:
Copyright Info: Open Access
Depositing User: Kay Wall
Date Deposited: 21 Nov 2018 09:57
Last Modified: 01 Jan 2019 01:00
URI: https://eprints.worc.ac.uk/id/eprint/7212

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