This article discusses the supervision experiences of two social work academics who placed and supervised students for fieldwork in the same organization during the pandemic. The authors are linked with specific thematic centers within the School of Social Work in a higher educational setting in India. This paper highlights the importance of…

Education at K-12 through university levels has faced extraordinary upheaval in the time of COVID-19. As universities and K-12 school systems struggled independently to adapt to rapidly changing demands, teacher and administrator licensure candidates were confronted with unprecedented challenges in both worlds simultaneously. The licensure…

The Policy Practice in Field Initiative was created to seed innovation and develop new models for an integrated approach to enhance the policy skill set of all social work students regardless of specialization. Funds provided to the Council on Social Work Education (CSWE) are regranted to schools and programs of social work for field placement and…

Social work education fully endorses experiential learning through its field placement component, while experiential teaching methods are only somewhat used in the classroom. This article outlines the utility of action-based mutual aid processes in teaching social work. Three experiential sociometric group tools are presented with their…

Although field education is considered the signature pedagogy of social work, the work of field coordinators appear to remain peripheral to other aspects of social work education, such as coursework and research. In this article, we suggest that field coordination requires a far more complex set of knowledge and skills than merely matching…

This manuscript discusses how the use of service-learning in social work macro practice courses provided a foundation for the transformation of ourselves as instructors. By transforming macro practice courses with service learning components, our central goal was to help students improve their self-efficacy in macro practice skills and, therefore,…

As the intersection between theory and practice, clinical experiences are the shared home through which school and university constituents examine effective pedagogies. Prior to the COVID-19 pandemic, our teacher preparation programs had built meaningful, face-to-face, partnership-based clinical experiences. The abrupt shift to virtual instruction…

Teacher preparation programs (TPP) rely on school-based mentor teachers and university mentors to assist their teacher candidates with bridging the information presented in courses to the "real world" of teaching. Given the important role that the clinical components of teacher preparation provide in terms of candidate development, the…

Education for people with a disability has changed over the years, moving from a philosophy of integration to inclusion. This philosophy requires a whole school approach spanning issues such as access, opportunities for learning, social experiences and developing a culture of acceptance. While this poses many challenges for individuals, schools…

International and intercultural learning requires flexibility, openness, and a willingness to adjust--on the part of the school as well as the student. Yet in social work, as in other professions requiring licensure and preparing professionals to work with vulnerable populations, flexibility is not simply a matter of convincing a department head…

Recruiting, preparing, and retaining high quality secondary mathematics and science teachers are three of the most critical problems in the nation's urban schools that serve a vast majority of children from socially and economically disadvantaged backgrounds. Although the factors contributing to these problems are complex, one area that has caught…

This paper describes the Chicago Area Directors of Student Teachers (CADST), formed in 1969 as an outgrowth of the Chicago Consortium, which was designed to initiate cooperation among institutions of higher education in the Chicago area. Members of CADST work together to share ideas and deal with issues relevant to working with preservice…

While the need for certified elementary foreign language teachers is on the rise, foreign language teacher educators frequently encounter difficulty in securing good elementary field experiences for their student teachers due to the dearth of fully developed programs of foreign language in the elementary schools (FLES). This article presents a…

This paper focuses on the responsibilities of the individual who acts as liaison between a teaching center and the university teacher preparation program. A teaching center is comprised of a high school and its feeder schools, where preservice students may experience hands-on interaction in the classroom prior to student teaching. The liaison…

Reports on a small work group that met to discuss experiences with establishing and conducting dental education programs that had significant affiliation with private practice settings. Five programs in diverse areas were represented. Discussion covered program goals and objectives, support and commitment, practice/practitioner selection,…