International Conference Journal of Practice Teaching Socrates Curriculum Project Six European Universities: Designing a Curriculum for Practice Learning Janet Williams and Peter Nelson Sheffield Hallam University – July 2005

Curriculum Development Project funded by E. U. 'Socrates'

Programme * Introductions * Exercise – placement for a Norwegian student * What we have learnt from sending students to European placements *The SWIPE Project * Exercise - placement for an Estonian student * The value of international placements?

Exercise 1 Bente is arriving from Oslo, Norway for a 3 month placement: –In preparation, what would you do first? –what are your aims for the placement? –what could she contribute to your work setting? –what difficulties do you foresee and how would you tackle them? –how should the college have prepared her?

What we have learnt Students say: –roles in relation to tutors and practice supervisors/teachers –observation v. case load v. research –practicalities, money, accommodation –language –courses - theory based or competence based –taking the initiative –experience from previous placement

Our experience UK placements and bureaucracy, not as bad for students coming to the UK What social workers do in their country : –management of cases or therapy based e.g. social pedagogy –community activity and preventative work –being policy makers and shapers

Assumptions...or not making assumptions about –words, same words can have different meanings – role of the State in people's lives –relationship between State, service user, profession –Values and AOP - conformity and nonconformity

Communication OPPORTUNITY ! false friends skills in verbal and non-verbal clear, concise and to the point how to be polite?

P and P development On the basis that being a professional social worker requires: –creativity and imagination –rigorous analytical thinking –interpersonal skills / communication –resilience –active learning all are promoted when practising in another culture

The Project

The Project participants: Six European Universities LUND UNIVERSITY – SWEDEN OSLO UNIVERSITY COLLEGE – NORWAY SHEFFIELD HALLAM UNIVERSITY – UK TARTU UNIVERSITY – ESTONIA UTRECHT UNIVERSITY – NETHERLANDS VILNIUS UNIVERSITY - LITHUANIA

Aims: Prepare social professional students (social workers, pedagogues etc.) for international placements –And to work with other cultures at home To meet the social agenda of the European Union

History Germ of an idea ‘practice learning’ Finding the funding for European project European Union (E U) promotes work force mobility, through education, training and technology. Convergence of educational systems ‘Bologna Agreement’ – modules and courses can be used across Europe.

The Project - SWIPE Module Curriculum to prepare students for practice abroad – incorporating international perspectives into teaching about social work –Greater knowledge about problems associated with globalisation that cross national boundaries

Internationalising social work UK – Academic Benchmark statements include reference to policy, practice and research from outside the UK – beyond the USA? E U agenda: –Worker and student mobility promoted through exchanges, learning from each other –Life long learning –Social cohesion/inclusion, addressing cross-boundary social problems migrating people, trafficked persons, sexism, racism etc.

Practice Teaching in Europe Literature about practice learning in other countries – only descriptive Cross-national practice theory not developed

Organising our work Local networks to undertake the work- tutors, practice teachers, students and service users. International meetings (4) Lots of communication by phone and

Products Web site – Audit-database Commentary/study based on audit Shared learning outcomes Teaching materials – university/practice Module used by all the participating universities Networks

'Products' Learning Outcomes: 1Able to make sensitive cross national comparisons; 2Demonstrating understanding of the relationship between practice and policy in a different country within a particular setting or service user group; 3Able to appreciate how power operates within a specified service and its impact upon different professionals, service users and in particular excluded groups;

Learning outcomes cont. 4Able to work effectively and empoweringly within a setting with different values and procedures for working with diversity, racial, ethnic, disability, gender and excluded groups such as asylum seekers or trafficked women; 5Able to communicate within a different language and cultural context.

Teaching exercises Approached very differently Starting point theory/practice skills/job/.. Committed to their standpoint –power –values –gender Module, Sheffield Hallam University version accepted (?)

Why the audit? Differences : definitions of practice learning, terminology, arrangements for practice Consensus : values, ethics, knowledge and skills Database/reference tool...

Exercise 2 Using the audit pages How is her previous experience of practice learning different? What are the implications of this for you providing her with a placement? Would it be different if she came from Utrecht? Is there anything else that you need to find out? Bente is arriving from Tartu, Estonia for a 3 month placement:

International placement Pros and cons Different sort of learning when they return Provides new perspective on home policy and practice Skill development, communication etc. Resilience Less UK focussed practice experience One part of the greater whole...