There are several models in the literature that aim to guide the integration of the field education practicum experience with the classroom instruction of the course content. Furthermore, an integrated syllabus can support the signature pedagogy of the profession as educators respond to the rapid emergence of online social work education programs with geographical dispersion of students (Blagg, 2018) and the increase in the utilization of adjunct faculty members, both of which present special challenges to the integration of course content with field education and the education of competent social work practitioners. This individual knowledge construction is reflected in the authors’ proposed syllabus, which allows the field to come alive in the classroom by integrating the experiential learning with application of classroom knowledge. Constructivist frameworks focus on the individual in the process of constructing knowledge and resonate most with field education experiences that are intended to be immersive in nature and provide hands-on, real-world practical application and experience. Today, the signature pedagogy of social work education requires that we move beyond the traditional approaches of class and field course design toward a model that can address newer, emerging teaching and learning environments that are inspired by constructivist frameworks (Mattar, 2018).
Theoretical Frameworks and Current Field Education Models The authors will then propose and outline an aspirational model with an integrative common syllabus as the core connection between the core curriculum areas of policy, research, practice, social justice, and theory. This paper will outline the current models for integrating the field education practicum experience with course work. As the signature pedagogy, field education provides the environment and platform in which students integrate the concepts and frameworks learned in the classroom in a practice setting (CSWE, 2015). The Council on Social Work Education (CSWE), in its Educational Policies and Accreditation Standards for Baccalaureate and Master’s Social Work Programs, has designated field education as the signature pedagogy of social work education.
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