Authenticity Over Risk Aversion: Defining simulation in Australian social work education
Keywords:
Social Work Education, Simulation, Student Learning, ReflectionAbstract
Simulation in social work education has only recently developed a following in Australia, with many social work educators and academics utilising a variety of approaches to teach micro practice skills. However, there is growing interest by Australian social work educators for broader use and understanding of simulation pedagogy. One hurdle in the adoption of simulated activities is the definition of simulation itself, with many educators unsure of the rationale for simulation, the benefit of simulation activities, the requirements of themselves as teaching staff, and the impact on students in their learning. A small group of educators initiated an analytic autoethnographic methodology to understand how social work educators were defining simulation, and then enacting the pedagogy. This reflective narrative seeks to inspire a national conversation into the various advantages of embracing, and adopting, a simulation pedagogy in Australian social work curriculum.
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