The Impact on Two Practising Social Workers Who Taught Social Work Students in a University Setting

Social Work Teaching Partnerships were developed in 2015 by the Department for Education England to foster stronger links between social work employers and educators improve quality of graduates leaving universities. The initiative resulted practising workers entering universities greater numbers teach students. This paper focuses on how two practicing – Elizabeth Alex - affected teaching students a university setting. presents practitioners’ reflections its effects through short vignettes before examining these drawing critical theories. partnerships which encourage practitioners spend time as teachers University classroom can produce unanticipated, positive practitioners. If is seen “field” (Bourdieu, 1988), it facilitate become objects knowledge andto themselves. Interacting with created opportunities reflect their values, base, role, practice. By asking unexpected questions classroom, problematize (Foucault, 1984) what means be practice worker. Consequently, interactions lead think about they would like work. Elizabeth’s Alex’s experiences may also help inform strengthen workforce retention policies work, self-efficacy increased new possibilities emerged.