“Role-play” Appling to the Social Work Teaching: Learning with Multiple Perspectives
Chien-Hui Hung
Abstract
The purpose of this study is to present a teaching model. The construction of this model is based on the concept of "Reflecting Team" and combined with role-play on teaching social work courses. “Reflecting team” in family therapy is a model to break the hierarchical relationship between the “expert-patient” of traditional psychological therapy, creating a more open and equal dialogue space between the therapist and family members. Through the dialogue process, different voices can be displayed and multiple constructions can be realized. The researchers cited the concept of “reflecting team” and applied multiple role-plays including the families, social workers, supervisors, and observers, to allow students to work together as a corresponding team of “teaching and learning”. In the form of action research, the cyclical actions of course actions, reflections, and corrections are performed. The research method is conducted in the form of “action-reflection” which is a cycle between each other. It collects information on students’ learning experiences, group reports and classroom observation records. After reading and reviewing data repeatedly, the researcher analyzed these data with qualitative research method. Finally, according to the implementation process, write results and suggestions. The study finds that this model of teaching effectively enhances students' learning motivation; through the roles-playing and observations of different roles, it also opens up new perspectives and comprehension of students; at the same time, the exercise allowed students to have a deeper understanding of their own learning. On the other hand, in the process of teaching "action-reflection," the researcher ponders how the teacher's personal view frame affects the student's "seeing" and discovering that the student is actually the teacher's best teaching partner.