The apprentice approach

The

Apprenticeship approach

The idea that lies behind it is that the students learn the best by monitoring

experienced social workers and by trying to copy their behaviour. This approach is inductive in its essence, as students are encouraged to develop theory from

practical examples. In the apprenticeship approach emphasis is put on the student's involvement in the role of observer, with theoretical knowledge being presented later in the course (Sheaf or and Jenkins, 1 982). The rationale is that if experience precedes theory then students will be more able to reflect on the theory and to apply it. The problem however is that in any group form of teaching it is impossible to organise the presentation of theoretical knowledge in such a way that will accord with each student's learning style and experience in the field. The logical organisation of the lecture may not match a student's readiness. The apprenticeship approach also entails an ethical dilemma. Students are expected to work with clients as soon as possible and the question arises, is it ethical to let

inexperienced students without sufficient knowledge of the theory of human behaviour to practise "on" clients? Even when students are in the role of observers either in an interview or behind a one way mirror, their presence is likely to influence the flow of an interview. In the apprenticeship approach responsibility is placed on the experienced social worker and on the student to 'catch up' . The student may be fortunate and have a field instructor who is a good role model, who is ready to not only show how he or she works but who is also able to explain why a particular method or intervention was used. On the other hand a student may be exposed to poor social work practice or may not have the chance to discover why certain methods have been used.

The apprentice approach employs a range of methods such as: the student being present while an experienced social worker is interviewing; monitoring a session through one way mirrors; or watching of videotaped problem solving processes. Each of these methods does not effect change in understanding, skills and attitudes. When students are considered to be apprentices, their prior

knowledge may not be recognised and the learning outcomes may not be

considered important. Detachment between students and field instructors deepen as well as detachment between students and clients. Clients become used to being observed and analysed without students being able to check with them their goals and outcomes. Such a detached approach may easily produce detached

professionals.

When the apprenticeship method is used the professional social worker represents a role model and it is assumed that students will by watching and following what the professionals do and by observing how the social agency functions, incorporate social work skills. Later, when a student is ready to work as a co-worker in a group or directly with clients in individual work, collegial

observation is very often part of the learning process. In such settings students have the chance to comment on the work of colleagues and experienced social workers.

When the apprenticeship method is combined with theoretical learning - for example, when a field instructor explains after working with a client why

1 44 certain methods were used, it is more likely that the student will integrate theory with practice and be able to use that specific intervention with more

understanding. However, in busy social work agencies, it is possible that the field instructor will neither have enough time to support a student to link theory, practice and his or her experience in the meaningful whole, nor to encourage a student to reflect and become aware of the change in understanding, skills, values and attitudes that may have happened during the placement.

Nonetheless, the advantage of this approach and accompanying methods is that students are provided with direct exposure to skilled practitioners, who may help them to develop practical competence and contribute to the learning of practice skills (Shafer, 1 982). The main disadvantage is that, knowing about the variety of situations in social work and variety of learning styles in students, it is not likely that only by watching others working, will students develop as

competent professionals. The focus is on behaviours and strategies but it omits reflective and conceptual activities (Bogo and Vayda, 1 99 1 ). In the apprentice approach, theory and practice are artificially split and therefore it is left to the student's individual ability to integrate the material into a sound knowledge base. The responsibility for the integration of theoretical and practical knowledge rests with the student and the field instructor. Theory teachers are excluded from the process and skills training teachers operate separately. The tertiary institution and the agency where students are placed do not need to be in continuous

communication so the mutual learning is not happening. Assessment is based only on theoretical knowledge, and in most cases, all that is required is to participate in the fieldwork and the quality of a student's performance or learning is not

assessed.