ABSTRACT
This chapter presents a systematic and purposeful approach to negotiated learning contracts. It argues that negotiated learning contracts must be grounded in a model of field education and suggests the learning-centred model as the preferred approach. Negotiated learning contracts are considered to be an effective medium to operationalise the preferred field education model. Based on this perspective, the following description of a negotiated learning contract is linked with learning-centred field education. The chapter describes the learning-centred approach as the preferred model for field education, discusses negotiated learning, and delineate and illustrate the essential components of a negotiated learning contract. This is not necessarily the case for negotiated learning contracts in field education. All field educators are invited to use these principles to construct negotiated learning contracts applicable to specific program requirements, available human services fieldwork opportunities, and the unique learning needs and interests of different students.
