Professional Development Needs of Social Work Field Education Supervisors in Australia

Abstract

The centrality of field education in social work education is widely recognised. Past research findings highlight the role of placement supervision to support students’ professional growth, navigation of ethical dilemmas, integration of theory, and competence to practise within professional standards. The role of social workers supervising these placements (field educators) is essential and they must have a range of knowledge and skills including an understanding of adult learning theory, assessment and supervision methods, and managing conflict. This mixed methods research study used an online survey to gather perspectives from social work field educators in Australia to better understand the training and support received in preparation for their role, and how confident they felt in their ability to support students effectively. Invitation to participate in the survey was distributed via Australian tertiary social work programs. One hundred supervisors completed the survey. Results identified various models of supervision, desired topics for training, and the knowledge ranked as essential to their roles. Although some respondents received an induction and had sought additional training, there was a mixed level of satisfaction with the training available. These results highlight the importance of higher education providers working with the field to provide ongoing development opportunities for supervisors. IMPLICATIONS Supervisors of social work placements are motivated to take on this important role, but need and request further training to support them in this work. It is vital to ensure that induction training includes more than a basic focus on processes and expectations. Field Education program staff need to be adequately resourced to support field educator training, particularly as field education is a workforce development strategy.