Teaching Social Work Practice Skills: A Collaborative Autoethnography Identifying Key Practice Skills and Modes of Delivery in the Art of Social Work Practice.

This article focuses on the teaching of social work practice skills by adjunct educators in an Australian university setting, exploring the essential elements and delivery methods of a dedicated in-class practice skills unit. Through a collaborative autoethnographic study of three social work educators—two adjuncts and one permanent academic—it identifies three key themes: teaching best practices (including engagement strategies, practical tips, and teaching tools), the multifaceted teaching role (content expert, pastoral carer, and cheerleader), and the art of social work practice skills (such as use of self, vulnerability, authenticity, empathy, client respect, boundaries, and navigating challenging conversations). The findings highlight the need for well-prepared adjunct educators who not only possess practice expertise but also pedagogical skills to effectively model and teach both the technical and relational aspects of social work. The study suggests that formal training and mentoring for adjuncts could enhance social work education and better prepare students for professional practice.