Abstract: Submission #148

Abstract Field instruction is the signature pedagogy of social work, bridging theoretical knowledge and practical application. It enables students to integrate learning within real-world contexts and develop a professional social work identity. In South Africa, the Council on Higher Education (CHE) has established qualification standards for the Bachelor of Social Work (BSW), mandating work-integrated learning through field placements. Students must demonstrate graduate attributes, applied competence, skills, and professionalism as stipulated by the CHE and the South African Council for Social Service Professions (SACSSP).
However, many social work students face personal and systemic challenges during their field placements, negatively impacting their academic performance and professional behaviour. Field instruction coordinators, facilitators, and supervisors have expressed concerns about students’ preparedness, ethical conduct, and well-being. This highlights the urgent need to explore how first-year field instruction can better support students in overcoming these obstacles and developing professionalism and applied competencies. Professionalism in social work extends beyond compliance with ethical guidelines; it includes technical competence, emotional intelligence, advocacy for vulnerable populations, respect for diversity, and a commitment to social justice and systemic change.
By critically examining the first-year experience, this presentation seeks to elicit conversations about strengthening field instruction in South African social work education. It advocates for holistic, context-sensitive approaches that address both pedagogical goals and student well-being, ultimately aiming to improve outcomes for emerging social work professionals and the communities they serve.