Although field education is considered the signature pedagogy of social work, the work of field coordinators appear to remain peripheral to other aspects of social work education, such as coursework and research. In this article, we suggest that field coordination requires a far more complex set of knowledge and skills than merely matching students with placements based on availability and interest. Using critical and relational theories, this article conceptualizes field coordination as a negotiated pedagogy in which the coordinators navigate complex and often competing needs among students, field agencies, and social work practice. In making visible its nuances and intricacies, we suggest that field coordination is a critical relational pedagogy essential to advancing social work education.

Additional Metadata
Keywords critical theory, field coordination, field education, pedagogy, relational theory
Persistent URL dx.doi.org/10.1080/08841233.2018.1436635
Journal Journal of Teaching in Social Work
Citation
Asakura, K. (Kenta), Todd, S, Eagle, B, & Morris, B. (2018). Strengthening the Signature Pedagogy of Social Work: Conceptualizing Field Coordination as a Negotiated Social Work Pedagogy. Journal of Teaching in Social Work, 1–15. doi:10.1080/08841233.2018.1436635