Open AccessPeer-Led Group Supervision A model to support and inspire social work students to be ‘active discoverers and constructors of their own knowledge’.
Author(s) -
Jo Strang
Publication year - 2021
Publication title -
journal of practice teaching in social work and health/the journal of practice teaching in social work and health/the journal of practice teaching and learning
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.12
H-Index - 6
eISSN - 1746-6113
pISSN - 1460-6690
DOI - 10.1921/jpts.v18i3.1167
Subject(s) - tutor , constructive , peer tutor , group work , set (abstract data type) , work (physics) , peer group , psychology , group learning , peer learning , social work , mathematics education , medical education , peer feedback , pedagogy , knowledge management , computer science , engineering , process (computing) , medicine , social psychology , mechanical engineering , economics , programming language , economic growth , operating system
This article reviews the research findings from a student evaluation of a pilot study of peer-led group supervision for undergraduate social work students at a university in the UK. The definition, purpose and concept of peer-led group supervision are considered and the pilot model and intended learning outcomes described. The student evaluation provides positive feedback that this group setting allowed for support, knowledge exchange and an opportunity to discuss learning from placement experiences. Constructive student feedback enables further discussion in regard to the logistical set-up of this group learning environment and the role of an observing Practice Educator/link tutor. Recommendations are made for how this model can be developed in the future to further the learning opportunities for social work students using this peer-led group supervision model.