DefinePK

Abstract

This​‍​‌‍​‍‌​‍​‌‍​‍‌ study examines how the supervision of social work fieldwork helps students to develop social work skills and evaluates the deficiencies of current supervisory frameworks in dealing with the Theory-Practice Gap (TPG). The research was conducted through a systematic review of ​‍​‌‍​‍‌​‍​‌‍​‍‌literature. Research findings were based on the materials of peer-reviewed journals, books, and policy documents published over the period 2004-2024, as well as some key historical sources. The three databases, namely Scopus, Web of Science, and Google Scholar, were searched using specific keywords relating to supervision of fieldwork in social work education. The included papers discussed the role of the supervisor, the models, the process, and the outcomes associated with learning professional skills. Thematic analysis gave insight into the major trends and issues in supervision practices. Results illustrated how supervision changed from an apprentice-style relationship to the educational process based on adult learning, reflective practice, and experiential learning theories. It helps social workers to develop professional skills, ethical reasoning, cultural sensitivity, and critical thinking through guided reflection and feedback. Nevertheless, the persistent problems are insufficient supervisor training, lack of resources, and wrongly aligned placements. Although present supervisory models are concerned with management, education, and support, they rarely consider the integration of reflective and task-centered approaches. Promising solutions, such as strength-based supervision, peer collaboration, and digital tools, have been effective in closing the theory-practice gap. The article proposes that institutional commitment, training of supervisors, resource provision, and technology-enabled reflective frameworks are the key factors in harmonizing academic curriculum with practice and enhancing professional social work ​‍​‌‍​‍‌​‍​‌‍​‍‌education.