Article 2006

Beyond competencies: Field instructors’ descriptions of student performance

BM
Bogo, Marion
 CR
Cheryl, Regehr
 WM
Woodford, Michael R.
 HJ
Hughes, Judy
 PR
Power, Roxanne
 RG
Regehr, Glenn
Journal of Social Work Education
Journal · Vol. 42 · Issue 3 · pp. 579-594
Abstract

This exploratory qualitative study elicited the complex constructs underlyingexperienced field instructors’ perspectives about competence. Eighteen experiencedfield instructors were asked to describe exemplary and problematic students, as well as student performance on 7 core dimensions. Themes thatemerged revealed the importance that field instructors gave to a constellationof personal qualities and characteristics, a range of metacompetencies, as wellas the procedural skills characteristic of competency-based evaluations. © 2006 Taylor and Francis Group, LLC.

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Author Affiliations
University of Toronto, Toronto, ON, Canada
University of Toronto Faculty of Medicine, Toronto, ON, Canada
Faculty of Social Work, University of Toronto, Toronto, ON, Canada
Funding & Acknowledgements
No funding information
References 10 References
1 Competency Based Education for Social Work, (1976)
2 Bogo, Marion, Evaluating a measure of student field performance in direct service?: Testing reliability and validity of explicit criteria, Journal of Social Work Education, 38, 3, pp. 385-401, (2002)
3 Bogo, Marion, Toward new approaches for evaluating student field performance: Tapping the implicit criteria used by experienced field instructors, Journal of Social Work Education, 40, 3, pp. 417-426, (2004)
4 Development of A Scale to Measure Learning Infield Education, (2002)
5 Quality Field Instruction in Social Work, (1982)
6 Cheetham, Graham, Towards a holistic model of professional competence, Journal of European Industrial Training, 20, 5, pp. 20-30, (1996)
7 Pursuit of Competence in Social Work, (1979)
8 Qualitative Inquiry and Research Design Choosing Among Five Traditions, (1998)
9 Developing Professional Knowledge and Competence, (1994)
10 Ericsson, Karl Anders, Expert performance: Its structure and acquisition, American Psychologist, 49, 8, pp. 725-747, (1994)
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