UKRAINIAN EXPERIENCE IN SOCIAL WORK EDUCATION A BLENDED PEDAGOGY MODEL
DOI:
https://doi.org/10.25128/2520-6230.20.3.5Keywords:
International social work, Pedagogy, Problem-Based Learning, , Team-Based Learning, generalist practice course.Abstract
Ukrainian social work faculty from Volodymyr Hnatyuk Ternopil National Pedagogical University worked with an American Fulbright Specialist in curriculum development as the faculty wanted a new perspective in teaching social work students. This study reports a social work generalist practice course using two pedagogies, Problem-Based Learning (PBL) and Team-Based Learning (TBL). The resulting course structure emphasized the Ukrainian faculty goals, in keeping with the Bologna Declaration and indicates the university’s commitment to social work education. This study pre and post tested students’ t-tests were conducted to measure practice knowledge, critical thinking, and professional conduct before the course and after the PBL-TBL blended pedagogy was utilized. There was a significant difference in the posttest scores for Practice Knowledge (M=78.7, SD=5.4) conditions t (-9.4) = df 19, p = .000. Similarly. Posttests scores for Critical Thinking (M =83.6, SD 5.1) conditions t (-7.8) = df 19; and, Professional Conduct (M=82., SD=7.3) conditions; t(-4.5)= df 19, p = .000. These results suggest that the PBL-TBL model really does influence Ukrainian social work students increase in knowledge. Specifically, our results suggest that when PBL-TBL is utilized, social work knowledge, critical thinking, and professional conduct increases.References
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