| Abstract: | In recent years some social work tutors have been subject to considerable criticism regarding their inability to keep pace with new developments, including anti discriminatory approaches. In the current harsh climate evident in higher education and following the development of the Dip SW, agency approval for practice teaching and accreditation of individual practice teachers, the tutor's role in visiting placements has been challenged and questioned. The purpose of this article is to argue for a continuation of regular contact by the tutor with practice teacher and student during the planning, monitoring, assessment and review stages of a placement. The tutor's responsibilities are highlighted, acknowledging the power base from which they and practice teachers operate. The importance of empowering both practice teachers and students is considered, while also stressing the need for tutors to maintain standards on placements and to ensure the permeation of anti-discriminatory approaches in both placement learning opportunities and in tripartite meetings. |
