Practice teaching: reflections, steps before reflection and some steps for the future

Much of the literature available on the topic of practice teaching in social work has focussed upon student learning patterns, feelings, behaviour and problems. Traditionally, the functions of a practice teacher have been described as assessing, managing, teaching and enabling. Enabling is a vital function which previously has received only limited attention in the literature. This article examines the attitudes and behaviour of the practice teacher in enabling and facilitating learning. Some contributions from humanistic psychology are considered and, in particular, the work of Carl Rogers and his associates. It is suggested that the Rogerian ‘core conditions’ are significant elements in the behaviour of the practice teacher, while important elements from the student perspective are seen in the significance of experience, description and responsibility.