The role of the tutor in social work education: building an emancipatory tutorial relationship

@article{citeulike:3024457, abstract = {The role of the social work tutor and tutorial relationship has received little attention over the last decade despite the implications this has had for developing competent practitioners. It is the authors\&\#039; contention that unless the tutor/tutee relationship is developed within an empowering framework, then it potentially can lead to competence being defined around an administrative and therefore limiting approach to practice. While such an approach may predominate within modern social services this does not mean that it is inevitable or unable to be challenged and changed. This paper considers one approach to developing the tutorial relationship within an empowering framework that uses the processes of the course to empower students to take greater control of their learning and builds a model for their future supervisory relationships in practice.}, author = {Watson, D. and West, J. }, citeulike-article-id = {3024457}, issn = {0261-5479}, journal = {Social Work Education}, keywords = {education, relationship, social, tutor, work}, month = {April}, pages = {139--149}, posted-at = {2008-07-21 14:45:57}, priority = {0}, publisher = {Routledge, part of the Taylor \& Francis Group}, title = {The role of the tutor in social work education: building an emancipatory tutorial relationship}, url = {http://www.ingentaconnect.com/content/routledg/cswe/2003/00000022/00000002/art00003}, year = {2003} }

TY - JOUR ID - citeulike:3024457 L3 - citeulike-article-id:3024457 TI - The role of the tutor in social work education: building an emancipatory tutorial relationship JF - Social Work Education SP - 139 EP - 149 PB - Routledge, part of the Taylor & Francis Group SN - 0261-5479 N2 - The role of the social work tutor and tutorial relationship has received little attention over the last decade despite the implications this has had for developing competent practitioners. It is the authors' contention that unless the tutor/tutee relationship is developed within an empowering framework, then it potentially can lead to competence being defined around an administrative and therefore limiting approach to practice. While such an approach may predominate within modern social services this does not mean that it is inevitable or unable to be challenged and changed. This paper considers one approach to developing the tutorial relationship within an empowering framework that uses the processes of the course to empower students to take greater control of their learning and builds a model for their future supervisory relationships in practice. KW - education KW - relationship KW - social KW - tutor KW - work AU - Watson, D AU - West, J PY - 2003/04// UR - http://www.ingentaconnect.com/content/routledg/cswe/2003/00000022/00000002/art00003 ER -