Australian Journal of Adult Learning - Number 3 - Utilising photovoice to engage critical reflection of field placement experiences among international university students

Oct 15, 2026

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Utilising photovoice to engage critical reflection of field placement experiences among international university students examines how a creative, participatory method can strengthen international social work students’ critical reflection during placement. The study describes an evaluation process within a Griffith University field placement hub, where students provided photographs and shared peer and educator feedback. Findings indicate photovoice supported deeper insights into practice, offering an alternative to traditional written evaluations by encouraging adult learners’ critical thinking and professional development.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages24

Reading Time1 h 0 min

AccessFree to download

Introduction

Critical thinking and social work field education

Australian Journal of Adult Learning Volume 65, Number 3, November 2025 Utilising photovoice to engage critical reflection of field placement experiences among international university students Shane McDonald Mary-Anne Wallwork Lauren Terzis Griffith University &ULWLFDO WKLQNLQJ DQG UHÀHFWLRQ DUH FRUH FRPSRQHQWV RI DOO $XVWUDOLDQXQLYHUVLW\ VRFLDO ZRUN SURJUDPV DQG DUH NH\ VNLOOVIRU ERWK VWXGHQWV DQG JUDGXDWHV LQ FRQFHSWXDOLVLQJ SUDFWLFH􀀒¿HOG NQRZOHGJH􀀑 7KLVSDSHU DLPV WR H[SORUH WKH FKDOOHQJHV LQWHUQDWLRQDO VWXGHQWV IDF H ZLWK FULWLFDO WKLQNLQJ DQG UHÀHFWLRQ􀀏 DQG KRZ WKH XVH RIFUHDWLYH VWUDWHJLHVFDQ HQKDQFH HQJDJHPHQW􀀑 $W *UL̇WK 8QLYHUVLW\ LQ $XVWUDOLD􀀏 DSODFHPHQW KXE KDV EHHQ GHYHORSHG WR VXSSRUW LQWHUQDWLRQDO VWXGHQWV RQSODFHPHQW􀀑 $VSDUW RIWKH HYDOXDWLRQ RIWKH SURJUDP􀀏 VWXGHQWV ZHUH DVNHG WR WDNH DSKRWR WKDW UHSUHVHQWHG WKHLUSODFHPHQW OHDUQLQJ H[SHULHQFH ZLWKLQ WKH KXE SURJUDP􀀑 3KRWRYRLFH􀀏 D TXDOLWDWLYH UHVHDUFK PHWKRG􀀏 ZDV XVHG DV D FUHDWLYH DSSURDFK WR JDXJLQJ VWXGHQWSHUFHSWLRQV RI WKHLUSODFHPHQW OHDUQLQJ DQG H[SHULHQFH GXULQJ W KH SODFHPHQW KXE􀀑 􀀔􀀘 RI WKH 􀀕􀀓 KXE VWXGHQWV WRRNSKRWRV DQG SDUWLFLSDWHGLQ DQ HQG RI SURJUDP HYDOXDWLRQ􀀏 VKDULQJIHHGEDFN DERXW WKHLU NH\ OHDUQLQJV ZLWK VWXGHQW FROOHDJXHV DQG SUDFWLFH HGXFDWRUV􀀑 2XU ¿ QGLQJV 358 Shane McDonald, Mary-Anne Wallwork and Lauren Terzis GHPRQVWUDWH WKDW XVLQJ WKH FUHDWLYHSKRWRYRLFH DSSURDFK ZDV YDV WO\ GL̆HUHQW WR WKH WUDGLWLRQDO ZULWWHQ VW\OH HYDOXDWLRQV WKDW QRUP DOO\ DUH XVHG WR UHYLHZ RXWFRPHV DQG DOORZHGIRU GHHSHU LQVLJKWV LQWRWKH VWXGHQWV XQGHUVWDQGLQJ RISUDFWLFH􀀑 :H HQFRXUDJH HGXFDWRUV WR FRQVLGHU WKH XWLOLW\ RISKRWRYRLFH􀀏 DV LW FDQSURYLGH D FUHDWLYH PHGLXPIRU DGXOW OHDUQHUV WR HQJDJH LQ FULWLFDO UHÀHFWLRQ WR VX SSRUWWKHLU OHDUQLQJ DQG GHYHORSPHQW DV HPHUJLQJ SURIHVVLRQDOV􀀏 ZKLFK LV GL̆HUHQWIURP WKH WUDGLWLRQDO DFDGHPLF ZD\ RI HQJDJLQJ LQ FULWLFDO UHÀHFWLRQ􀀑 Keywords 􀀝 DGXOW HGXFDWLRQ DQG FUHDWLYLW\􀀏 FULWLFDO WKLQNLQJ􀀏 ¿HOG HGXFDWLRQ􀀏 LQWHUQDWLRQDO VWXGHQWV􀀏 SKRWRYRLFH􀀏 VRFLDO ZRUN Introduction The number of international students studying in Australia has increased more than threefold over the past 20 years, from 182,137 WR 􀀘􀀙􀀙􀀏􀀓􀀓􀀙 VWXGHQWV 􀀋$XVWUDOLDQ %XUHDX RI 6WDWLVWLFV􀀏 Q􀀑G􀀑􀀌􀀑 6LQFH WKH mid 2000s, the number of international students studying social work LQ $XVWUDOLDQ XQLYHUVLWLHV KDV LQFUHDVHG FRQVLGHUDEO\ 􀀋1JX\HQ 􀀕􀀓􀀕􀀗􀀌􀀑 These increases can be linked to the social work profession being LQFOXGHG RQ WKH $XVWUDOLDQ 6NLOOHG 2FFXSDWLRQ /LVW 􀀋62/􀀌 􀀋$XVWUDOLDQ *RYHUQPHQW 'HSDUWPHQW RI +RPH $̆DLUV􀀏 Q􀀑G􀀑􀀌􀀏 ZKLFK OHDGV WR DFFHVV RIa range of permanent and temporary visas which can lead to permanent VHWWOHPHQW LQ $XVWUDOLD 􀀋$XVWUDOLDQ *RYHUQPHQW 'HSDUWPHQW RI +RPH $̆DLUV􀀏 Q􀀑G􀀑􀀌􀀑 7KH YLVD SURYLVLRQ FDQ H[SODLQ ZK\ VRFLDO ZRUN DV DQ DUHD of study is appealing to many international students, as it can provide a pathway to permanent residency in Australia. The high number of international students in cohorts such as these can present several FKDOOHQJHV􀀏 SDUWLFXODUO\ WKH FRQFHSW RI FULWLFDO UHÀHFWLRQ ZKLFK FDQ EHDQ DUHD RIVNLOO GHYHORSPHQW WKDW FDQ EH GL̇FXOW WR PDVWHU IRU VRPH international students. For example, in some countries, critical thinking may not be encouraged or taught the way it is in a western educational system due to cultural or political factors and may not translate well due WR ODQJXDJH GL̆HUHQFHV 􀀋6KDKHHQ􀀏 􀀕􀀓􀀔􀀙􀀌􀀑 )LHOG HGXFDWLRQ SURJUDPV require students to participate in supervision as part of their placement experience and this can be challenging for some international students, Utilising photovoice to engage critical reﬂection of ﬁeldplacement experiences among 359 international university students ZKHUH OHDUQLQJ􀀏 LQFOXGLQJ UHÀHFWLQJ RQ H[SHULHQFHV DQG FULWLFDO DQDO\VLV can mean changing one’s approach and outlook on how the world is viewed. Creative strategies to engage international student learners are QHHGHG􀀏 DQG SKRWRYRLFH KDV EHHQ LGHQWL¿HG DV D FUHDWLYH DSSURDFK WR understand student needs and experiences. Critical

FAQs

What method does the paper use to support students’ placement learning?

The paper uses photovoice, where students take and share photos representing placement learning experiences, then engage with peer and educator feedback.

How does photovoice relate to critical thinking and critical reflection in social work education?

Photovoice is presented as a creative approach that encourages critical thinking by helping students reflect on experiences and make connections between theory and practice.

Why is critical reflection considered challenging for some international students?

The document notes that factors such as differences in how critical thinking is taught across countries and language differences can make mastering critical reflection difficult for some international students.

Oct 15, 2026

Uploaded by Elsa