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In its EPAS, CSWE (2008) identifies field education as the signature pedagogy (Shulman, 2005b) of social work education. This article analyzes the field education– signature pedagogy fit. It finds congruence in selected organizational arrangements that are pervasive and routine, and disparities with respect to expectations about public student performance, peer accountability, the view of adaptive anxiety, and accountable talk. This article asserts that practicum effectiveness could be enhanced by a broader application of Shulman's criteria through a greater emphasis on group structures for learning/teaching in the field.
Wayne et al. (Thu,) studied this question.
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