ABSTRACT

The first wave of the spread of Covid-19 was contrasted by many countries through a severe lockdown of working and learning activities. One of the solutions for preserving the continuity of teaching activities was the adoption of different forms of remote teaching. A similar ‘translation’ has been adopted by many universities for re-organizing field placement. This decision was undertaken by bachelor programs in Social Work in Italy too. However, since field placements rely on the physical presence and the participation of students in the activities performed by social workers, this shift was particularly challenging. Moreover, remote interactions hinder the possibility of observing the distinctive relational dimension of social work. This paper examines the process of re-organization of field placements enacted by a Bachelor’s Program in Social Work in an Italian university. We propose a preliminary assessment of this experience, reflecting on the positive and critical aspects of the forced reorganization of field placement. We consider this phenomenon as a process of organizational learning, that crosses multiple domains of social work. We discuss whether this process can be the driver of a mechanism of double-loop learning, leading towards the enrichment of teaching and learning activities rather than a temporary adaptation to a contingent need.

摘要

Covid-19 的第一波传播与许多国家的工作和学习活动的严格封锁形成鲜明对比。保持教学活动连续性的解决方案之一是采用不同形式的远程教学。许多大学都采用了类似的“翻译”来重新组织实地实习。这个决定也是由意大利社会工作学士课程做出的。然而，由于实地实习依赖于学生在社会工作者开展的活动中的实际存在和参与，这种转变特别具有挑战性。此外，远程互动阻碍了观察社会工作独特关系维度的可能性。本文考察了意大利大学社会工作学士学位课程实施的现场实习重组过程。我们建议对这一经验进行初步评估，反思现场安置强制重组的积极和关键方面。我们将这种现象视为组织学习的过程，它跨越社会工作的多个领域。我们讨论了这个过程是否可以成为双环学习机制的驱动力，从而丰富教学活动，而不是暂时适应或有需要。我们将这种现象视为组织学习的过程，它跨越社会工作的多个领域。我们讨论了这个过程是否可以成为双环学习机制的驱动力，从而丰富教学活动，而不是暂时适应或有需要。我们将这种现象视为组织学习的过程，它跨越社会工作的多个领域。我们讨论了这个过程是否可以成为双环学习机制的驱动力，从而丰富教学活动，而不是暂时适应或有需要。