Educational Philosophy, Concepts, Methods, and Skills in Teaching 7 out is another aspect of use of self—we all have the right to not share informa- tion if we’re not comfortable doing so. Let’s get some additional examples so that we can further refine the concept of self-disclosure. Emphasis on Integration of Theory, Research, and Practice Practice courses help students internalize professional values, learn the theory/ knowledge base, and acquire practice skills. Thus, students are expected to learn the why (professional purpose, values, and ethics), the what (concepts and principles), and the how (methods and skills) of practice. Both class and field work facilitate internalizing the values and ethics of the profession. Both also provide opportunities for learning the theory/knowledge base that underlies practice, as well as the principles, methods, and skills for applying it—but to varying degrees. The classroom cultivates the knowledge component, while the field is the laboratory for the development of skills, the actual learning-by-doing that takes place in practice situations. Obviously, there are gaps and overlaps in these functions, and therefore some confusion for students as they seek to master their class and field learning. Hence, an important teaching:learning task is the integration of the students’ many learning experiences. Readers will note that in part II of the Teacher’s Guide, we rely heavily upon assignments and in-class activities that require the application and integration of course material. Emphasis on Integration of Professional Practice and Personal Style The development of a systematic and accountable approach to practice, blended with the student’s own individuality and creativeness, is still another important teaching:learning task. Students need help in moving back and forth between the abstract (theory) and the real (practice) and seeking explanations of data in theory and knowledge and illustrations of theory in practice experiences. Students must be continually required to relate practice issues to the knowl- edge base, including research findings, and to examine and evaluate theory/ knowledge in the light of practice experiences. At the same time, they must be helped to sustain and value their individuality and to recognize and directly confront ethical questions and dilemmas in their practice. Some instructors teach courses that are not linked to the field practicum. Students’ previous experiences in the social work classroom and in the human services/social work field often are limited, which requires the use of our own practice experiences to illustrate
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