Saturday, 27 of December of 2014

Fieldwork Educator Resources

As part of our collaborative relationship, we would like to share information with you about our program philosophy and curriculum.

The resources on our home page are here to help you understand current concepts relevant to occupational therapy education and practice. We invite you to use them with our students to provide context to the training relationship. To see images embedded here on this page, click the image to enlarge in a new window.

 

Occupational Therapy Practice Framework, 3rd edition 2014

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Two major educational theoretical frameworks directly applicable to the fieldwork experience are adult learning and transformative learning. Adult Learning theory is characterized as a contextual and “multidimensional phenomenon” (Merrium, 2008, p. 93) that involves “the body, the emotions, and the spirit as well as the mind” (p. 94).

Transformative Learning theory encompasses questioning one’s beliefs, values, assumptions, and perspectives to allow for critical reflection, learning, and growth (Cranton & Roy, 2003). Through examination of our actions and assumptions, including why they may occur, the transformative learning process allows for subjective and objective reframing of one’s worldview (Kitchenham, 2006). The active participation and discussion during the fieldwork experience support the processes of connection, reflection, and meaning making within the practice context. This iterative cycle, reflected by the transactional nature of the occupational therapy process, supports depth of understanding for student, fieldwork educator, and client.