Full Article: PDF
Scientific Object Identifier: http://s-o-i.org/1.1/TAS-10-78-83
DOI: https://dx.doi.org/10.15863/TAS.2019.10.78.83
Language: English
Citation: Nunev, S. T. (2019). Social work supervision with students and creation of conditions for stimulation and development of critical analysis and reflection. ISJ Theoretical & Applied Science, 10 (78), 444-452. Soi: http://s-o-i.org/1.1/TAS-10-78-83 Doi: https://dx.doi.org/10.15863/TAS.2019.10.78.83 |
Pages: 444-452
Published: 30.10.2019
Abstract: The article presents a research on critical thinking and reflection problems in conducting social work supervision in practical training with 252 students from the Bachelor’s and Master’s Degrees at the University of Ruse, Bulgaria in the period 2014 – 2018. The purpose of the research is to identify the respondents’ attitudes towards creating conditions in the social work supervision for forming and developing critical thinking and using reflection as important factors and means for analyzing and coping with problems, deep understanding of the acquired values, knowledge, skills and experience, maintaining effective feedback and development in intellectual, educational, professional and personal aspects. The methodology used is pursuant with the purpose and tasks of the research. The analysis of the results reveals a steady positive tendency of students’ attitudes towards social work supervision in their practical training in the researched direction. The contribution and importance of realized supervision for the formation and development of the ability to think critically, to use reflection, to build reflective capacity and to realize reflective learning is proved. Their contribution to unity in enhancing the competence social work students, motivating them to use resources and supervision opportunities to improve the quality and effectiveness of practical training and to achievement cognitive, educational, practical and professional-personal development is presented.
Key words: supervision of social work students; attitudes towards conducted supervision; critical thinking; reflection; reflective capacity; effective feedback.
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