当前位置: X-MOL 学术Journal of Social Work Education › 论文详情
Our official English website, www.x-mol.net, welcomes your feedback! (Note: you will need to create a separate account there.)
Teaching Note—Strategies for Enhancing Writing Among First-Generation Social Work Students: Reflections on the Use of Peer Writing Mentors
Journal of Social Work Education ( IF 1.784 ) Pub Date : 2020-08-27 , DOI: 10.1080/10437797.2020.1798314
Moshoula Capous-Desyllas , Nicole F. Bromfield , Alexander Nava , Breanna Barnes

ABSTRACT

Social workers engage in various types of writing in the educational setting and in diverse practice settings at the micro, mezzo, and macro levels. What they write and how they write has a major impact on people’s lives. This teaching note highlights the importance of individualized writing support through a project that used peer writing mentors. Written from the perspectives of the instructor and two peer-writing mentors, we share our process and the ways we incorporated peer writing assistance and support to primarily first-generation bachelor of social work students over the course of 2 years. We address ethical tensions and the lessons learned along the way. In the evaluation of our work, we found that peer writing mentors have an important role in helping social work students, particularly from underrepresented groups, to develop academic literacies and promote a sense of community, solidarity, and support through relationship building. We conclude with pedagogical implications for teaching in social work.



中文翻译:

教学笔记—提高第一代社会工作学生写作的策略:对使用同伴写作导师的思考

摘要

社会工作者在微观,中间和宏观层面在教育环境和不同实践环境中从事各种写作。他们写的东西以及写的方式对人们的生活产生重大影响。该教学笔记强调了通过使用同伴写作指导者的项目提供个性化写作支持的重要性。从讲师和两名同伴写作导师的角度出发,我们分享了我们的过程以及将同伴写作协助和支持纳入为期两年的第一代社会工作专业学士学位的方式。我们致力于解决道德上的紧张关系以及在此过程中汲取的教训。在对我们的工作进行评估时,我们发现同伴写作导师在帮助社会工作学生(尤其是来自代表性不足的群体)的社会学生中发挥着重要作用,通过建立关系来发展学术素养并增进社区意识,团结感和支持感。我们以对社会工作教学的教学意义作了总结。

更新日期:2020-08-27
down
wechat
bug