This article aims to develop community-contextualised pedagogical innovations to embed disaster components into core social work curriculum through a research methods course. Professional social work education continues to lack a community-contextualised curriculum and professional training that reflects the complexities of extreme events associated with community and human service. This absence jeopardises the advancement of social work engagement in better providing humanitarian support for individuals, families and communities affected by extreme events. Through an undergraduate social work research methods course, this case study qualitatively analysed the instructor’s teaching experience, self-reflection and in-class observation. The study presents three major community-contextualised pedagogical innovations of integrating disaster components into the research methods course: public media critique, amidst-disaster community-based participation and observation and practice situation discussion. These pedagogical efforts support the students’ exploration and development of various research paradigms and strengthen their ability to connect research with practice, thus addressing the community-driven, short-term necessities and long-term development requirements. This contextualising process, which forms a community-based living laboratory, inspires instructors to integrate community-driven characteristics into their pedagogical instruments. The process illustrates a potential pedagogical framework for research methods courses, in particular, and for social work curriculum, in general.

中文翻译：

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将灾难部分融入社会工作课程：在 COVID-19 期间教授本科社会工作研究方法课程

本文旨在开发社区情境化的教学创新，通过研究方法课程将灾害成分嵌入核心社会工作课程。专业社会工作教育仍然缺乏反映与社区和人类服务相关的极端事件的复杂性的社区情境课程和专业培训。这种缺席会危及社会工作参与的进步，从而更好地为受极端事件影响的个人、家庭和社区提供人道主义支持。通过一门本科社会工作研究方法课程，本案例研究定性地分析了教师的教学经验、自我反思和课堂观察。该研究提出了将灾害成分整合到研究方法课程中的三大社区情境化教学创新：公共媒体批评、基于社区的灾中参与以及观察和实践情况讨论。这些教学努力支持学生探索和发展各种研究范式，增强他们将研究与实践联系起来的能力，从而解决社区驱动的短期需求和长期发展需求。这种情境化过程形成了一个以社区为基础的生活实验室，激励教师将社区驱动的特征整合到他们的教学工具中。该过程说明了研究方法课程的潜在教学框架，特别是社会工作课程，