Thinking Critically

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Abstract
This study evaluated a ten-week course designed for social work field instructors interested in developing a critically reflective approach to field instruction. The course trained participants to think critically about their role in preparing professional social workers. A pretest-posttest nonequivalent comparison group design was utilized. The Watson-Glaser Critical Thinking Appraisal was used as the measurement instrument. Using t-tests, the findings indicate that the participants significantly increased their overall ability to think critically when compared to the control group. The implications for practicum instruction are addressed.

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