Child Welfare Supervisors as Learners and Teachers in the Field
Wehrmann, Kathryn Conley
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https://hdl.handle.net/2142/87350
Description
Title
Child Welfare Supervisors as Learners and Teachers in the Field
Author(s)
Wehrmann, Kathryn Conley
Issue Date
1999
Doctoral Committee Chair(s)
Farmer, James A.
Department of Study
Social Work
Discipline
Social Work
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
Social Work
Language
eng
Abstract
Implications for practice include use of an operationalized form of social cognitive learning known as cognitive apprenticeship as a way of preparing new child welfare workers for professional practice. Policy implications include the need for greater emphasis by the federal government on funding training programs that are based on teaching models that are effective. Implications for further research include conducting a similar study with caseworkers to obtain their perspective on how they learned to do their work. Because cognitive apprenticeship relies on teaching of complete procedures rather than isolated skill training, research should be conducted to identify procedures in child welfare along with the potential pitfalls associated with them along with the professional techniques for making them work.
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