ABSTRACT
Within the field of social work we have been quite successful in developing theoretical frameworks for teaching practice. Formal theoretical models, such as the ecological or systems approach to social work, are useful paradigms which help social work students conceptualize their practice interventions. At the same time, however, students within schools of social work are learning certain dispositions to everyday practice within their field placement settings, voluntary activities and part-time employment. We have been less successful as social work educators in helping students reflect on how they become informed through direct practice experience.
