Investigating approaches to the teaching of research on undergraduate social work programmes: A research note.

A collaboration with colleagues of the Joint Social Work Education Committee. The file attached to this record is the author's final peer reviewed version. The Publisher's final version can be found by following the DOI link.This paper presents findings from a scoping review of curriculum delivery methods for research teaching in undergraduate social work education. The review was conducted by a working group of the JUC SWEC research committee following the introduction of a new degree by the Social Work Reform Board. The paper draws on data from a mixedmethods study, in which five models of research teaching were identified by a qualitative study, together with findings, which mapped how commonly the models were adopted, froma survey of sixty universities of all four countries of theUK. Thesemodels are discussed in relation to anticipated learning outcomes: research-informed teaching; educated consumers of research; research-mindedness; research capacity and reflective practitioner researchers. It is less than a decade since the Economic and Social Research Council (the government research council for the social sciences) first recognised socialwork as a distinct discipline; in this period, socialwork educators have taken innovative approaches to underpin teaching and practice learning by research. The study implications are that a larger study should provide evidence for the learning outcomes associatedwith different approaches