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This article is a reflective account of my student experiences of practice teaching whilst on placements during the Social Work Degree. I consider what and how my Practice Teachers and on-site supervisors have been able to teach me about Social Work and Social Work skills and what I have learnt about myself as a person and future practitioner. I look at what, I believe makes a good Practice teacher and how different styles of teaching have enhanced my learning. I reflect on the benefits, under the new degree, of increased days on placement and how this has helped me in applying theory, methods and models which are not always easy in the classroom.At the time of completing this article I am three quarters of the way through my last placement of 100 days. I am undertaking my Social Work degree at the University of Northampton, which has a full time degree course of three years and a part time route taking four years. I am due to graduate with a B.A Honours degree in Social Work in July 2007.

Abstract: The attitudes and responses of offenders on community service orders to different types of work have been largely undocumented. A study of Scottish community service schemes revealed that the quality of work placements was more important than the setting in which the work was carried out or the broad nature of the work performed. Placements with certain characteristics were most valued by the offenders and a positive experience of community service was associated with increased compliance with the requirements. The implications are discussed in relation to the National Standards that have been introduced in Scotland and in England and Wales.

This concise, well-priced book is just perfect for social work students preparing for and undertaking placement. Full of tips, quotes, activities and illustrations, it offers clear advice on how to get the best out of practice learning opportunities, as well as insight into students' perspectives for practice assessors, lecturers and practitioners.

The success of the banking industry in a crisis such as the Covid pandemic is highly dependent on employee performance. Employee performance in banking companies will increase employee efficiency and productivity. Employee performance improvement can be formed through accuracy in Work Placement and providing Work Motivation. Work Placement and employee motivation to improve performance are still debated in previous studies. Based on previous research gaps, this study aims to determine the effect of Work Placement and Work Motivation on Employee performance and to determine the effect of Work Placement on Employee performance through Work Motivation in employees of a government bank in Kediri, East Java, Indonesia. The number of respondents in this study was 58 people who were obtained by using the saturated sampling technique for employees. The data collection method used a questionnaire with PLS (Partial Least Square) analysis tool. The results of this study indicate that employee placement and work motivation influence the employee performance of a bank company. However, the Work Motivation variable as a moderating variable cannot be proven because there is no influence between the Work Placement variable on Work Motivation. The next researcher can retest and develop the concepts used in this research to contribute to the development and renewal of management science.

Social work student placements were significantly impacted over the past two years as a result of the Covid-19 pandemic, but a 'new normal' of placement provision has started to emerge. This conference paper provides reflections on the experiences of social work education providers, placement providers and practice educators on the new opportunities that have been created as a result of flexible responses to the changing landscape of blended placement provision necessitated by the pandemic, which were gathered at two international workshops held virtually at academic conferences in 2021. The workshops identified common responses from higher education institutes (Higher Education Institutions) and practice educators, where loss and change created the need for connectivity and flexible and creative solutions. This article will present the themes identified within the teaching partnership as well as findings from the two workshops to enhance understanding of the sustainability of blended social work placement provision.

chapter PART ONE BASICS -- part PART TWO THE GUIDE -- chapter 1 DOCUMENTATION -- chapter 2 ARRIVING -- chapter 3 KIT -- chapter 4 MAPPING -- chapter 5 GUIDING -- chapter 6 TESTING -- chapter 7 THE GOING GETS TOUGH -- chapter 8 OFF THE BEATEN TRACK -- chapter 9 NEW & EXPERIENCED -- chapter 10 AFTERWARDS.

English This article proposes that a critical examination of international placements is crucial in fostering the internationalization of social work without reproducing oppressive power relations. It presents a discussion of some of the reasons underlying students' choice to undertake international placements as well as implications for research and teaching. French Cet article émet l'idée qu'un examen critique des placements internationaux est essentiel pour stimuler l'internationalisation du travail social sans reproduire les rapports de pouvoir oppressifs. Il présente en discussion certaines des raisons à l'origine des choix des étudiants d'entreprendre des stages à l'international ainsi que les implications pour la recherche et l'enseignement. Spanish Se propone que un examen crítico de los lugares de prácticas internacionales es crítico para fomentar la internacionalización del trabajo social sin reproducir relaciones opresivas de poder. Se examinan algunas de las razones que hay por debajo de la decisión de los estudiantes al elegir prácticas internacionales, así como algunas implicaciones para la investigación y la enseñanza.

Abstract
The Covid-19 pandemic has fundamentally changed how social work education is provided, and these changes are particularly pronounced in field education. Globally, the introduction of restrictions on mobility and social interaction have contributed to the cancellation, postponement and early termination of social work field placements. Accrediting bodies, social work field education departments and industry partner agencies have needed to rapidly adapt how placements are conceptualised and provided. This article examines the experiences of agencies who have continued to provide student placements throughout the pandemic. Interviews were conducted with placement supervisors employed at twelve human services agencies partnering with a university social work department in Melbourne, Australia. Whilst experiencing challenges, agencies outlined how they adapted to the environment to enable meaningful student placement experiences. This article contributes to an ongoing discussion around the trajectory of social work field education and the significance of agency-based placements in this evolution.