Managing the interface: promoting experiential learning of social work law

The paper examines the interface between social work students' understanding of law in the classroom and its application within a practice context. We examine the role of the practice educator in supporting, enabling and... [ view full abstract ]

The paper examines the interface between social work students' understanding of law in the classroom and its application within a practice context. We examine the role of the practice educator in supporting, enabling and assessing students in relation to social work law. This pivotal element of social work education requires practice educators themselves to be equipped with relevant, contemporary knowledge and understanding of law and its application to diverse practice situations. The practice educator takes full and final responsibility for student progression on placements and their own work of supervision, education and assessment contributes to the final outcome. The role requires the practice educator to support students to make links between academic learning and practice experience, to become reflective practitioners within legal frameworks.
There is a knowledge gap in terms of the legal literacy of practice educators and their confidence in this crucial role. Our research included a survey of continuing professional development opportunities for practice educators, focus groups and interviews with practice educators. Findings raise concern that this aspect of the role has been largely overlooked and impacts on professional competence. We make recommendations to address these concerns through appropriate pedagogy.