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Practice learning and the provision of placement opportunities to social work students have been given national prominence by the launch of the social work degree, the high profile of initiatives such as the practice learning task force and the incorporation of practice learning as a key performance indicator.

Although these developments are to be welcomed, concern has also been voiced at the high drop-out rate from the practice teacher award, about 50 per cent nationally, and the long-standing difficulty of retaining practice teachers. It is estimated that as many as four out of 10 of all practice teachers are "inactive", although this figure is believed to be an underestimate.


To find out why - and to strengthen recruitment and retention - Nottingham Council social services department's practice learning team launched a small-scale, long-term study into the aspirations, concerns and careers of its practice teachers.

Twenty questionnaires were completed by staff who had attended the department's internal foundation courses for practice teachers last year. Although it would be unwise to read too much into such a modest sample, several clear messages emerge.

First, it was evident that most course participants had been considering becoming practice teachers for long before enrolling. Thirteen indicated that they had been waiting for more than a year. In some cases, staff had been considering the career for several years - more than four years in one instance.

Various reasons - mainly professional - were offered as to why they had not more actively pursued practice teaching. Work pressures, a lack of professional confidence and a desire for more experience were cited. Worryingly, several people had not trained earlier due to barriers, perceived and actual. Some could not access an appropriate training course, one felt that she would not have received enough support, and one had been dissuaded by her perception that practice teaching was full of political correctness.

There was, however, a sense of timeliness in decisions to adopt the role at that point in their careers. When course participants were asked what they hoped to achieve as a practice teacher, all 20 gave more than one response. Seven believed that, given their experience and professional maturity, they could now provide a high-quality placement and felt confident that they could do the task well. Eight responses highlighted a concern to safeguard the profession and to assist in providing good, competent fellow workers. As would be expected from experienced practitioners, some also mentioned how providing practice learning would enhance their own skills, knowledge and practice.

It is pleasing that new practice teachers feel motivated, can provide a quality product and believe the time is right for them to embark on such a demanding and skilful task.

Although it is clear that staff had come to practice teaching at their own pace, the length of time people took to decide on the career deserves further consideration. Given the huge shortage of placements and practice teachers, the profession cannot afford the luxury of practitioners waiting several years before they assume the role. The practice learning task force estimates that there will be a shortfall of about 400,000 practice learning days by 2006-7 unless additional placements and practice assessors are identified, trained and supported. It is clear that work by practice learning teams and line managers to identify, encourage and equip staff to become practice teachers earlier needs to be given a higher priority. It could also be suggested that, given the new prominence of practice learning in the performance indicator system, that employers need to consider how they can free staff from the constraints that prevent them starting their practice teaching careers earlier.


The crucial role played by line managers, and the practice learning team in creating and sustaining practice learning was highlighted throughout the survey. Four respondents indicated that they had been encouraged by their line managers to put themselves forward for the course. It is implicit in two of these responses that this reassurance and direction was the determining factor in their decision. Conversely, three indicated that poor line manager support in the future could be an issue and might force them to reconsider their willingness to take a career in practice teaching. Five indicated that continuing support from their line manager would be crucial to their success in providing a quality placement. Given the centrality of the line manager in supervision and decision-making, it is not surprising that they exert a strong influence on the ability of their staff to go into practice teaching.

The practice learning team was also identified as a key source of support. Three respondents indicated that proactive contact from the practice learning team had persuaded them to apply for the course, and 11 out of the 20 felt that the practice learning team would be their major source of support in the future. Practice teachers need and deserve consistent, high-quality support. It would be interesting to know how many practice teachers have historically dropped out due to inadequate support. Again, given their scarcity and their role in the recruitment of new staff employers simply cannot afford to let practice teachers drift away.

The need for continuing support and recognition is echoed throughout the study. When respondents were invited to voice their fears about what might prevent them practice-teaching in the future, 13 of the 20 indicated pressure of work and the need to simultaneously accommodate a student. Four cited organisational change, and a five more suggested moving jobs could affect them. All these factors are an ever present reality in contemporary social work and are reasons why practice teaching is in need of constant reinforcement. Another well documented reason for practice teachers deserting the task is the move into management. Six of our sample acknowledged that a primary reason they had chosen to become a practice teacher was to help promotion prospects.

Since the study started, three of the respondents have left practice teaching in the department, two have moved to other employers and one has moved into management. This attrition is not uncommon. An oft-quoted statistic suggests that most practice teachers take only one student before discontinuing the role. Similarly, there is a large pool of practice teachers who, like actors, are "resting" - undecided as to whether they wish to continue.

Given the increasing demand for placements these trends must be reversed. The recruitment and retention of such a scarce resource is far from easy but essential to the success of the social work profession. 

Ian Mathews is practice learning officer for Nottingham Council social services department. E-mail ian.mathews@nottinghamcity.gov.uk