Open AccessWhat motivates social workers to become practice teachers?
Author(s) -
Deborah Develin,
Ian T. Mathews
Publication year - 2012
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.v8i1.361
Subject(s) - social work , psychology , medical education , focus group , social practice , pedagogy , public relations , applied psychology , social psychology , sociology , medicine , political science , art , performance art , anthropology , law , art history
The introduction of the new social work award in September 2003 placed a greater emphasis on students learning from practice and as a consequence of this, the demand for assessed practice learning opportunities increased. This paper will outline research undertaken in response to the challenges that this has created by examining the central question of what factors motivate social worker practitioners to become practice assessors and how influential organisational factors are in individuals choosing to take on the role. The aim of the research was to identify extrinsic and intrinsic motivating factors that might then provide guidance to those involved in recruiting individuals to take on the crucial role of contributing to the education of the next generation of social workers. The findings, using data from 50 self administered questionnaires and two focus group interviews, collected from participants attending introductory practice assessor training indicates that intrinsic factors are principle sources of motivation rather than extrinsic, organisational factors.