The Learning Relationship: Working Through Disjunctions in the Classroom |
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Authors: | Faye Mishna Brian Rasmussen |
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Affiliation: | (1) Faculty of Social Work, University of Toronto, 246 Bloor Street West, Toronto, Ontario, M5S 1A1, Canada;(2) Department of Social Work, Okanagan, University College, Kelowna, British Columbia, Canada |
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Abstract: | This paper advances a relational perspective to teaching social work practice. The reflective use of this relationship aids the instructor in conceptualizing interactions with students in ways that further the students' understanding of social work practice. We argue that students learn first-hand about social work through the instructor-student relationship. Inevitably, parallel to clinical practice and the client-worker relationship, disjunctions in the learning relationship occur. Drawing on the literature pertaining to the client-worker relationship and to the supervisor-supervisee relationship, this paper explores the use of this relationship to address ruptures in the learning process and to enhance students' professional development. |
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Keywords: | teaching instructor-student relationship learning disjunctions |
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