Social Work Education: Student evaluations of teaching strategies in the Research and Development Nuclei at the University of Chile
Keywords:
Social Work Education, Research and Development Nucleus, Didactical Strategies, Evaluation of Didactical StrategiesArticle Sidebar
Main Article Content
In 2015, the Social Work program at the University of Chile was reopened with an innovative approach that integrates teaching, research, and intervention. Within this framework, the Research and Development Nuclei (R&D Nuclei) arise, curricular instances that combine classroom instruction, work with institutions and autonomous work. By 2023, 88 R&D Nucleus projects have been developed, involving students in training. Focusing on the didactical strategies implemented within the Nucleus, this study aims to identify which are the didactic strategies that, according to the students are mainly used for their training and what assessments they make of each strategy in terms of how they see them as contributing to their skills development. Through a quantitative design, based on a survey answered by students, this work, in terms of findings identifies that group meetings and tutoring with teachers tend to be recognized as central for disciplinary training. In terms of evaluations, students particularly value the teaching accompaniment, which would facilitate the development of research and intervention products and is considered essential for strengthening professional competencies. The paper concludes by discussing implications for a sustainable implementation of the R&D Nucleus model to support disciplinary training in Social Work.
Andrade-Guzmán, C., y Miranda-Pérez, F. (2023). Educación en Trabajo Social en Chile. Formando para la colaboración desde la educación de campo en contexto de pandemia. Cuaderno de Trabajo Social, 1(19), 14-40. https://cuadernots.utem.cl/articulos/educacion-en-trabajo-social-en-chile-formando-para-la-colaboracion-desde-la-educacion-de-campo-en-contexto-de-pandemia/
Bajjaly, S., & Saunders, L. (2023). Teaching Soft Skills Competencies in US Social Work Programs. Journal of Teaching in Social Work, 43(2), 193-210. https://doi.org/10.1080/08841233.2023.2176403
Bedoya-Calvo, I. C., y López-Gómez, J. M. (2021). El uso de las tecnologías de la información y comunicación en la formación en Trabajo Social. Trabajo Social 23(1), 251-273. https://doi.org/10.15446/ts.v23n1.88262
Calderón-Orellana, M., y Cortés-Mancilla, R. (2014). Trabajo Social en Chile. Una mirada a la formación en el escenario político y económico chileno. Revista de Treball Social, (202), 152-163. https://repositorio.uc.cl/handle/11534/47249
Cea-D'Ancona, M. (2001). Metodología Cuantitativa: Estrategias y técnicas de investigación social. Editorial Síntesis.
Choque-Mamani, L. (2022). Estrategia didáctica basada en el aprendizaje desarrollador para la investigación en la Carrera de Trabajo Social Universidad Autónoma Tomás Frías Sede Uncía, Sede Uncía, Bolivia. Revista Científica Ciencia & Sociedad, 3(1), 3-15. https://cienciaysociedaduatf.com/index.php/ciesocieuatf/article/view/57
Colvin, A. D., & Bullock, A.N. (2014). Technology acceptance in social work education: Implications for the field practicum. Journal of Teaching in Social Work, 34(5), 496-513. https://doi.org/10.1080/08841233.2014.952869
Creswell, J. (2014). Research design: qualitative, quantitative and mixed methods approaches. SAGE Publications.
Cwikel, J., & Simhi, M. (2022). Using the Hackathon Model in Social Work Education. The International Journal Social Work Education, 41(8), 1563-1576. https://doi.org/10.1080/02615479.2021.1910654
Dedotsi, S., & Young, A. (2019). Educating against all odds: The context and content of social work education in times of national crisis in Greece. International Social Work, 62(2), 849-863. https://doi.org/10.1177/0020872818755858
Departamento de Trabajo Social. (s.f.a). Documento de Competencias Esperadas para 3, 4 y 5 año de Trabajo Social. Universidad de Chile.
Departamento de Trabajo Social. (s.f.b). Política Interna de Núcleos I+D. Universidad de Chile.
Feize, L., & Faver, C. (2018). Teaching self-awareness: social work educators’ endeavors and struggles. The International Journal Social Work Education, 38(2), 159-176. https://doi.org/10.1080/02615479.2018.1523383
Galaz, C., y Cofré, E. (2022). Informe Núcleos I+D 2018-2022. Nudos críticos y posibilidades. Departamento de Trabajo Social.
Illanes, M. (2006). Cuerpo y sangre de la política: la construcción histórica de las visitadoras sociales (1887-1940). LOM Ediciones.
López-Guachetá, N. (2022). Los podcasts como estrategia pedagógica en la formación de sujetos políticos: una experiencia en trabajo social. Quaestiones Disputatae: Temas En Debate, 15(30), 101-125. https://revistas.santototunja.edu.co/index.php/qdisputatae/article/view/2686
Medina-Gordillo, S. Y. (2020). Estrategias didácticas y adquisición de habilidades investigativas en estudiantes universitarios. Journal of Business and Entrepreneurial Studies, 4(1), 1-13. https://www.redalyc.org/articulo.oa?id=573667940021
Morales-Mosquera, M. E., y Muñoz-Franco, N. E. (2018). Desafíos para la formación desde el Trabajo Social en contextos diversos. En C. Gaviria-Ríos y M. Orozco-Suárez (Eds.), Experiencias con diversidades sociales: desde Trabajo Social intercultural y decolonial (pp. 35-45). Pulso & Letra Editores.
Morgenshtern, M., & Schmid, J. (2022). Contextualized social work education in Canada: understanding educators’ perspectives. The International Journal Social Work Education, 41(5), 890-906. https://doi.org/10.1080/02615479.2021.1900807
Newell, J. M., & Nelson-Gardell, D. (2014). A Competency-Based Approach to Teaching Professional Self-Care: An Ethical Consideration for Social Work Educators. Journal of Social Work Education, 50(3), 427-439. https://doi.org/10.1080/10437797.2014.917928
Oliver, C., Jones, E., Rayner, A., Penner, J., & Jamieson, A. (2017). Teaching social work students to speak up. The International Journal Social Work Education, 36(6), 702-714. https://doi.org/10.1080/02615479.2017.1305348
Pacheco-Santos, C., y Martínez-Ambrosio, E. (2024). Las TICS y las TACS: El trabajo social y su práctica docente en la era digital. Revista REDIPE (Red Iberoamericana de Pedagogía), 13(1), 103-114. https://doi.org/10.36260/rbr.v13i1.2069
Reith-Hall, E., & Montgomery, P. (2022). The Teaching and Learning of Communication Skills in Social Work Education. Research on Social Work Practice, 32(7), 793-813. https://doi.org/10.1177/10497315221088285
Sewell, K. M. (2020). Examining the Place of Emotions, Affect, and Regulation in Social Work Education. Journal of Social Work Education, 56(1), 5-16. https://doi.org/10.1080/10437797.2019.1627262
Shah, R. A. (2020). Experiencing the Process of Knowledge Creation: Use of Inquiry-Based Learning in Social Work Education. En I. Ponnuswami y A. P. Francis (Eds.), Social Work Education, Research and Practice (pp. 43-57). Springer.
Turton, Y., & Schmid, J. (2020). Transforming social work: contextualised social work education in South Africa. Social Work/Maatskaplike Werk, 56(4), 367-382. https://doi.org/10.15270/56-4-880
Universidad de Chile. (s.f.a). 10 años de la reapertura de la carrera de Trabajo Social en la Universidad de Chile. https://trabajosocial.uchile.cl/decada.html
Universidad de Chile. (s.f.b). Pregrado. Descripción y objetivos del programa. https://trabajosocial.uchile.cl/pregrado.html
Universidad de Chile. (2024). Informe de autoevaluación programas de magíster. Magíster en Trabajo Social. Universidad de Chile
Vidal-Molina, P. (2019). Educación del Trabajo Social en Chile: 90 años de Historia. Revista Em Pauta. Teoría Social e Realidade Contemporánea, 17(44), 120-133. https://doi.org/10.12957/rep.2019.45217
Yáñez-Pereira, V., y Retamal-Muñoz, A. (2024). El trabajo de portafolios en la formación profesional. Experiencia de estudiantes y docentes en la carrera de Trabajo Social, Universidad Autónoma de Chile, sede Talca. Trabajo Social, 26(1). https://doi.org/10.15446/ts.v26n1.108459
Downloads
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Authors who publish in this journal agree to the following terms:
- Authors assign the patrimonial rights to the journal and to Universidad del Valle on accepted manuscripts, but may make any reuse they deem pertinent for professional, educational, academic or scientific reasons, in accordance with the terms of the license granted by the journal to all its articles.
The journal publishes articles under the Creative Commons BY-NC-SA 4.0 (Attribution-NonCommercial-ShareAlike 4.0 International) license.