Child Welfare Supervisors as Learners and Teachers in the Field

Implications for practice include use of an operationalized form of social cognitive learning known as cognitive apprenticeship as a way of preparing new child welfare workers for professional practice. Policy implications include the need for greater emphasis by the federal government on funding training programs that are based on teaching models that are effective. Implications for further research include conducting a similar study with caseworkers to obtain their perspective on how they learned to do their work. Because cognitive apprenticeship relies on teaching of complete procedures rather than isolated skill training, research should be conducted to identify procedures in child welfare along with the potential pitfalls associated with them along with the professional techniques for making them work.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Social Work

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2015

Author dc:creator

• Wehrmann, Kathryn Conley

Contributors dc:contributor

• Farmer, James A.

• Social Work

Language dc:language

eng

Identifier

(MiAaPQ)AAI9945022

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/87350