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Group work education develops student competences for praxis. The Authentic eLearning framework has the potential to strengthen course design, develop critical thinking, multiple perspectives, articulation and reflection. This qualitative study conducted using educational design research explored the pedagogical practices of South African social workers in group work education. Ethics clearance for this study was received and data were analysed using content analysis. Findings identified educator strategies including the use of real-world context, reflection and group collaboration, but the study noted the potential for incorporating technology-enhanced learning. Extrapolating from this study, opportunities for educators in this field during the Covid-19 pandemic are indicated.

Intro -- Title: Transforming Teaching and Learning Experiences for Helping Professions in Higher Education -- Prelims -- Contents -- Foreword: Who Is to Educate the Educator? -- Figures and Tables -- Notes on Contributors -- Introduction -- PART 1: Theoretical Frameworks UnderlyingTeaching and Learning -- Chapter01: Cultural-Historical Activity Theory and Dialecticsfor a Transformative Agency Agenda in HigherEducation -- 1 Introduction -- 2 The Controversial Issue of Academic D -- 3 An Activity-Theoretical Perspective o -- 4 The Participatory Analysis of the Essa -- 4.1 Descriptions of the Features of the -- 4.2 Descriptions of Psychophysiological -- 4.2.1 Vicious Circles of Mental and Emot -- 4.2.2 Morally Charged Feelings -- 4.2.3 Pride and Bravery -- 4.3 Descriptions of Involvement of Othe -- 4.4 Descriptions of Learning Outcomes i -- 4.4.1 Engagement in Considerable Strain -- 4.4.2 Widening and Deepening One's Own K -- 4.4.3 Identification of Essential Links -- 4.4.4 Acquired Abilities to Face Difficu -- 5 Discussion and Conclusion -- Acknowledgements -- References -- Chapter02: Teaching Decolonial Research Methodology from a Student-Centered Radical Black Feminist Orientation -- 1 Introduction -- 2 Rationale -- 3 Some Initial Examples -- 4 What Would a Decolonial Methodology Lo -- 5 Developing and Sustaining a Radical B -- 6 My Decolonial Turn: Part 1 -- 7 My Decolonial Turn: Part 2 -- 8 Sustaining Radical Black Feminist and -- 9 Centering Excluded Voices: Life Sustai -- 10 Decolonial Methodology Example -- 11 Promising Outcomes -- Acknowledgements -- Note -- References -- Chapter 03: Vygotsky Meets Freud -- 1 Introduction and Background -- 2 Freudian and Vygotskian Psychology in -- 3 Method -- 3.1 Introducing CHAT as an Analytical To -- 3.2 The Case Study -- 3.3 The CHAT Application to the Psychoa.

COVID-19 has exposed the inequalities and polarisation of South African communities and institutions of higher learning on the continuum of privilege. As nine social work educators, we share our reflections on how we traversed the higher education space during the beginning of the pandemic, using an autoethnography lens, with the pedagogy of discomfort and critical social work theory as the threads in the complex tapestry of our stories. We describe our orientations as social work educators, the successes, challenges, and recommendations on reimagining and reframing learning and teaching in relation to student-institutional relationships, boundaries and support.