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Social Work field education

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Underpinning the community-of-learners model, which the social work field-education program promotes, are theories of adult learning, transformational learning, experiential learning in action and critical thinking.

The field-education learning expectations are developed across the program with the aim being to help students develop values, skills and knowledge from a beginner to a practitioner capable of meeting AASW Practice Standards.

The on-campus courses prior to each field-education course, prepare students to apply theory to practice, employ a range of social work interventions and demonstrate professional values and ethics.

In preparation for each field-education placement, each agency field-educator determines the scope and parameters of learning opportunities within their setting.

Through negotiation with the field educator – using the specific field-education course learning expectations as a framework – students produce a set of learning goals, which itemise what they hope to learn, how this learning will happen and how, with their field educator and university liaison, they will monitor and evaluate their learning.

Principles guiding field education

  • The field-education program is grounded in theory.

  • The program is based on a learning philosophy in which the student is an active participant.

  • Students will be provided with diverse learning opportunities.

  • The program is consistent with AASW requirements.

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Objectives of the field-education program

Each facet of the social work field education program is expected to contribute to the learning experience of students so that the program as a whole will:

  • complement class work in developing students’ professional identity and competence

  • facilitate students’ understanding of the social, economic and political context of social work and critical analysis of the place of social work in society

  • familiarise students with competing theories about the individual and society, and with tensions arising from these that are inherent in all social-work intervention

  • promote students’ competence to act in managing these tensions through the acquisition of social-work skills and methods, including research

  • facilitate students’ developing coherent practice that assists individuals and promotes social change

  • implement an educational philosophy that promotes learning partnerships between students, field educators and staff of the faculty.

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Collaborating with agencies

In collaborating with agencies, the faculty seeks to:

  • develop continuing reciprocal relationships in order to facilitate student education, research, consultation and continuing professional development

  • provide high-quality field education

  • create the opportunity for innovative practice

  • develop formal agreements about the responsibilities of all parties

  • support field educators in assisting students' learning.

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AASW requirements for field education

  • Students must spend at least 140 seven-hour working days (at least 980 hours) in at least two field placements.

  • No placement will be less than 40 days.

  • Patterns of placement days may vary from 5 days per week to a minimum of 2 days per week.

  • Placements must include at least two full-time five day block periods.

  • No placement shall be an observational placement.

  • In every placement students must be supervised by a qualified social worker who has a minimum of two years’ full-time practice experience.

  • Students must undertake placements in at least two practice settings (e.g.: hospital, neighbourhood centre, government agency).

  • Students must experience at least two fields of practice (e.g.: mental health, child protection, refugee settlement).

  • Students must be able to practice using a diverse range of social work interventions, including casework, group work, community work, policy development, social action and research.

For more details see section 4.3: “Field Education” of the AASW’s Policy Australian Social Work Education and Accreditation Standards (AASW 2008)

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