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1.
Cassandra A. Storlie Eric R. Baltrinic S. Jeffrey Mostade Tiffany Darby 《Counselor Education & Supervision》2017,56(3):225-240
The authors analyzed the reflective journals of 49 counselor trainees in internship using a conventional content analysis approach. Developmental insights from the 4 overarching themes and 7 subthemes are provided to assist counselor education and supervision programs in supporting the professional functioning of counselor trainees. 相似文献
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Han Leeferink Maaike Koopman Douwe Beijaard Gonny L. M. Schellings 《Teachers and Teaching》2019,25(1):69-89
ABSTRACTThis study reports on how student teachers learn in the workplace. Data from 10 student teachers were collected by means of digital logs and in-depth interviews. By reconstructing data into stories and unravelling these stories, it became clear that the learning process of each student teacher was dominated by one specific theme, such as student-centred teaching or creating a positive learning climate. These themes could be typified as professional identity themes, because all appeared to be both personal and professional. Five student teachers experienced their workplace learning process as continuous: they integrated their teaching experiences relatively easily into their personal conceptual framework. The other five experienced their workplace learning process as discontinuous: they experienced tensions caused by frictions between personal and professional aspects of becoming a teacher. Both types of learning can stimulate and hinder student teachers’ professional development. The findings indicate that reconstructing data into stories and unravelling these stories is a useful technique for understanding student teacher workplace learning as a result of the interaction between personal and professional aspects of becoming a teacher. 相似文献
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This article features the final phase of a 6‐year inquiry focused on counselor educators who assumed their first full‐time faculty position in the fall 2000 academic term. Through in‐depth interviews and questionnaires, the participants described their experiences addressing (a) work environment, (b) sources of satisfaction and pleasure, (c) the interplay between professional and personal domains, and (d) change and transformation. References to tenure and promotion became frequent and prominent across all themes. Recommendations for counselor‐educators‐in‐training, candidates, new counselor educators, and veteran counselor educators are provided. 相似文献
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Although training standards for counseling students emphasize the importance of student evaluation, there is a lack of research
that specifically describes how counselor educators may systematically assess the professional development of counselors-in-training.
This exploratory study sought to determine a set of performance indicators for each of five identified components of professional
development to provide counselor educators with an initial framework for assessing the professional growth of master's-level
counseling students. 相似文献
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Colette T. Dollarhide Donna M. Gibson Kayleena L. Brashear Jenny Huynh Bowen Marshall Kristian Robinson 《Counselor Education & Supervision》2023,62(3):207-221
The development of a professional identity as a counselor is the result of training, practice, and integration into a community of professional counselors and is defined as the synthesis of personal and professional behaviors, values, ethics, and worldview. The research on this topic has been plentiful, but this systemic and systematic review of the research literature provides a comprehensive overview of this important concept for counselor training and supervision. 相似文献
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Social Justice and Resilience for African American Male Counselor Educators: A Phenomenological Study 
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下载免费PDF全文 Colette T. Dollarhide Renae D. Mayes Sabri Dogan Yahyahan Aras Kaden Edwards J. P. Oehrtman Adam Clevenger 《Counselor Education & Supervision》2018,57(1):2-17
In this phenomenological study, the authors interviewed 4 African American male counselor educators about their social justice efforts. Resulting themes were lifelong commitment to social justice, reaction to resistance, professional and personal support, and the meaning of social justice work. Findings suggest that social justice work can increase professional resilience for African American male counselor educators. 相似文献
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Loni Crumb Angie D. Cartwright Dominique S. Hammonds Janeé Avent Harris 《Counselor Education & Supervision》2023,62(3):233-247
The perceptions of personal and professional identity development from four Black women counselor educators were examined through a collaborative autoethnography methodology. Themes identified include (a) intentionality of code-switching, (b) inextricable identities, (c) fight for and with authenticity, and (d) mutual development of personal and professional identities. 相似文献
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M. Ann Shillingford Shannon Trice‐Black S. Kent Butler 《Counselor Education & Supervision》2013,52(4):255-269
Minority female counselor educators are faced with numerous challenges. This qualitative study revealed that for female minority counselor educators, these challenges continue to negatively affect their professional and personal experiences. It is through operational wellness practices and optimal balance and functioning that minority female counselor educators have often prevailed. Implications for minority female counselor educators, university administrators, and counselor educators from the majority population are provided. 相似文献
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Calvin Smith 《Assessment & Evaluation in Higher Education》2008,33(5):517-533
This paper describes the development of a model for integrating student evaluation of teaching results with academic development opportunities, in new ways that take into account theoretical and practical developments in both fields. The model is described in terms of five phases or components: (1) the basic student evaluation system; (2) an interpretive guidance system that helps lecturers understand and interpret their results; (3) a longitudinal reporting system that initiates opportunities for staff to engage in personal and professional development in the context of a learning community; (4) a structured professional development programme that builds a faculty learning community, in which the members utilise extended cycles of evaluation based on (5) a comprehensive evaluation model designed to develop and encourage the collection of evaluation data from a variety of sources concerning the quality and impact of teaching: the teacher; student learning outcomes; student experience; and the teacher’s peers. 相似文献
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This article examines the rationale for an expanded definition of faculty development and reviews institutional structures and practices which support the personal and professional development of faculty through faculty and academic development, employee assistance, and health promotion programs.Glenda Hubbard is a professor in the Department of Human Development and Psychological Counseling, and a practicing therapist in the Employee Assistance Service of the Hubbard Center for Faculty and Staff Support at Appalachian State University. She received her Ph.D. in counseling psychology from the University of Miami. Her current interests include the faculty development needs of mid-career faculty and women's issues in counseling. Sally Atkins is a professor in the Department of Human Development and Psychological Counseling, and a faculty/staff psychologist for the Hubbard Center at Appalachian State University. She received her Ph.D. in counselor education from the University of North Carolina at Greensboro. Her current interests include faculty quality of life, therapy and the arts, and cross-cultural psychology. 相似文献
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Malik S. Henfield Delila Owens Sheila Witherspoon 《Counselor Education & Supervision》2011,50(4):226-242
The authors explored 11 African American doctoral students' perceptions of their experiences in counselor education programs, and their findings are presented. Using a phenomenological methodological framework, the authors investigated the various systems of support that students use as they navigate their respective programs. Human agency was the theoretical framework for this study, and 4 themes emerged from the data: assertiveness, more experienced African American students, race‐based organizations, and personal and professional care from advisors. Implications for students and counselor education programs are discussed. 相似文献
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韩新宝 《黄河科技大学学报》2013,15(3):12-15
职业发展是独立学院辅导员队伍建设的核心,而制度、机制、待遇、素质等是影响辅导员职业发展的主要因素,因此,健全制度、创新机制、提高薪酬、增强素质等是促进独立学院辅导员职业发展的重要途径。 相似文献
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This paper
reports on the efficacy of a professional development framework premised on
four complex systems design principles: Feedback, Adaptation, Network Growth
and Self-organization (FANS). The framework is applied to the design and
delivery of the first 2 years of a 3-year study aimed at improving teacher and
student understanding of computational modeling tools. We demonstrate that
structuring a professional development program around the FANS framework
facilitates the development of important strategies and processes for program
organizers such as the identification of salient system variables, effectively
distributing expertise, adaptation and improvement of professional development
resources and activities and building technological, human and social capital.
For participants, there is evidence to show that the FANS framework encourages:
professional goal setting, engagement in a strong professional community and
personal autonomy by enabling individualized purpose—all fundamental components
in promoting self-organization. We discuss three meta-level themes that may
account for the success of the FANS framework: structure versus agency,
exploration versus exploitation and short-term versus long-term goals. Each
illustrates the tension that exists between competing variables that need to be
considered in order to work effectively in real world complex educational
systems. 相似文献
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The purpose of this study was to ascertain participants’ perceptions of elements of the induction process that met novice school counselors’ personal and professional needs. Interviews of seven novice counselors and their principals over one school year were the primary data sources. Employing an abductive analysis process based on a developed typology of induction elements from the teacher induction literature, the researchers’ analysis of the data indicated that although various induction elements were discussed by participants (i.e. informal mentors, orientation, professional development, collaboration, reduced workloads, and interaction with principals), few were planned specifically for the novice counselor. Most supports for the novices were viewed with mixed results in meeting their personal and professional needs. 相似文献
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Ruth J. Palmer Andrea N. Hunt Michael Neal Brad Wuetherick 《Mentoring & Tutoring: Partnership in Learning》2015,23(5):411-426
Mentored undergraduate research has been identified as a high-impact practice that enhances teaching and learning in higher education. It is reported to influence students’ academic, affective, and behavioral outcomes. However, there is only an emerging literature related to student outcomes associated with identity development, specifically students’ personal and professional identities. This integrative literature review examines the intersections and interrelationship across mentoring, undergraduate research, and student identity development. Its results uncover the complexity of the constructs, and their dynamic interrelationship, especially when viewed through the lenses of the sociocultural perspective grounded in the notion of mediated action. Two assumptions undergird this perspective: first, that all investigation takes place at the intersection of these constructs with mediated action, not individuals in isolation, as a unit of analysis; and, second, that any study of identity must focus on an understanding of identity as multiple, dynamic, and situated in personal and cultural contexts (institutional, disciplinary, and external community culture and values). Thus, the sociocultural perspective and its underlying assumptions shape the proposed research agenda. This research agenda has the potential to advance current knowledge related to mentored undergraduate research and the confluence of elements that contribute to student personal and cultural identities (academic, disciplinary, and professional). Findings from this work will inform our understanding of learning and knowledge construction in sociocultural context, and the trajectory of identity development of students engaged in high-impact learning experiences. 相似文献
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Meredith Park Rogers Sandra Abell John Lannin Chia-Yu Wang Kusalin Musikul David Barker Shannon Dingman 《International Journal of Science and Mathematics Education》2007,5(3):507-532
This study compares the views of teachers and professional development facilitators about effective professional development
(PD). We analyzed interviews with 72 teacher participants and 23 PD facilitators involved in nine science and mathematics
PD projects. The teachers' themes for characterizing effective PD included classroom application, teacher as learner, and
teacher networking. Similarly, the PD facilitators discussed effective PD as having classroom application and experiences
for teachers as learners. In addition, PD facilitators shared the need to develop collegial relationships with teachers and
improve teacher knowledge. These views correspond to some of the standards and recommendations described in policy and research
documents on effective PD. Criteria of effective PD in these documents that the participants did not mention included: (1)
challenging teachers' content and pedagogical content knowledge with transformative learning experiences, (2) encouraging
teacher leadership for sustained support, and (3) focusing on student learning by instructing teachers on how to use student
data to inform their teaching practice. Our findings have implications for designing PD that reflects the criteria of standards-based
reform. 相似文献
19.
Charging to the End: Course Activities for Semester‐Long Student Engagement in an Undergraduate Product Development Capstone Course 下载免费PDF全文
下载免费PDF全文 Setting instructional goals to drive student engagement in the classroom is essential, as research has shown that improved student engagement in a course will affect student success, as well as the development of key personal and professional skills. Student engagement is a multifaceted concept with multiple perspectives. In focusing on the behavioral perspective of student engagement, various effective teaching practices can be implemented to encourage engagement in a diverse study body. Utilizing validated tools, such as the Natl. Survey of Student Engagement (NSSE) Engagement Themes and Indicators, can ease the development of classroom approaches to student engagement with convenience and flexibility. Semester‐long student engagement in a food science undergraduate product development capstone course was encouraged through instructional approaches styled around the NSSE Engagement Themes and Indicators. The variety of instructional approaches utilized in the capstone food science course are described in detail and discussed in relation to the NSSE Engagement Themes and Indicators with which they align. 相似文献
20.
《Journal of College Student Psychotherapy》2013,27(3-4):179-194
The purpose of this article is to provide a framework for training the residence hall RA as a suicide interventionist. It is important that the RA have the necessary information and skills to recognize, evaluate and refer students who are at risk for taking their own lives. In addition, this article discusses what the RA must known in order to assist the survivors of unsuccessful suicide attempts or those who are left after a completed suicide. As an itnerventionist, the RA is not a counselor or therapist but someone who is able to assist the suicidal student in securing professional assistance and being of support during the process of therapy. 相似文献