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1.
The goal of this study was to identify relationships among the counseling behaviors of practicum trainees and the supervision behaviors of their supervisors during a one-semester counseling practicum. Trained judges rated the following variables from audiotapes: trainee and supervisor empathy, various trainee and supervisor verbal behavior patterns, and five trainee competencies. Comparisons were made between performances at the beginning and end of the term. Trainees improved on two of five competencies but did not improve on empathy, nor did their verbal behavior patterns change. Empathy levels of the supervisors had no apparent effect on the trainees. 相似文献
2.
Patient Rambe Muchazondida Mkono 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(2):702-734
Despite the surging prominence of literature that explores mobile instant messaging’s (MIM) capacity to leverage transformative pedagogical practices in higher education, studies that unravel the appropriation of MIM to leverage postgraduate supervision in authentic learning contexts are less frequent. Consequently, a gap persists on the nature of postgraduate supervisees’ existential and relational authenticity as they interface with MIM and supervisors during their consultation processes. This study drew on Heidegger’s existential authenticity, a netnography of WhatsApp-based supervisor–supervisee consultations and in-depth interviews to unravel how WhatsApp-mediated postgraduate supervision fosters the social construction of relational and existential authenticity in resource-constrained contexts. The findings suggest that authentic supervision was constructed through supervisor–supervisees’ negotiation of academic hierarchies, supervisees’ self-expression and self-disclosure, their management of moments of anxiety and conflict deflation in ambivalent supervision scenarios. The study recommends that supervisors need to manage the significant yet unrecognised “nervous moments” in technology-mediated supervision environments, where compression of hierarchy may be conflated with negation of the supervisor’s authority. 相似文献
3.
LINDA SELIGMAN 《Counselor Education & Supervision》1978,17(4):254-261
This study was conducted to investigate the process of peer supervision. The criterion used was counselor trainees' growth in facilitative functioning. The study sought to ascertain whether the facilitative counselor trainee was also the effective peer supervisor, to provide information on evaluating the peer-supervisory experience, and to shed light on the most effective techniques of supervision. Peer supervisors were found to be effective in improving the performance of counselor trainees in the core dimensions of empathy, respect, genuineness, and concreteness. A significant positive correlation was found between peer supervisors' level of empathy in the counseling relationship and the trainees' ratings of supervisors on the relationship questionnaire. No significant correlation was found, however, between the trainees' ratings of their supervisors and the improvement demonstrated by the trainees in the core conditions. In addition, no significant correlation was found between the extent of the trainees' improvement and the supervisors' level of functioning as counselors. The relationship between trainees' responses to the supervisor role-analysis form and their improvement in counseling skills suggested that the most effective supervisors were structured, didactic, and more technique oriented. 相似文献
4.
Effects of supervisor style (techniques-oriented, counseling-oriented, and placebo-oriented) and the presupervision conditions of audio modeling versus no modeling were examined in a supervision analogue. Six groups of 18 trainees heard three sets of recorded client statements and responded as counselors. Supervised groups had two 15-minute conferences with supervisors between sets 1 and 2 and between sets 2 and 3. Control groups received no supervision. Among supervised groups only those trainees receiving the techniques-oriented supervision showed significant improvement in rated level of empathy. Significant learning effects from the presupervision use of audio modeling were also found. 相似文献
5.
Fifty-one supervisees varying in both experience and training (a) judged 44 specific supervisor behaviors for the frequency that they were implemented in supervision and (b) judged supervision effectiveness, which was assessed on five separate scales. Factor analysis of the supervisor behaviors revealed four factors: Evaluative Support, Time/Structure, Method of Supervision, and Rapport. Results from multivariate analysis of variance showed that one factor, Method of Supervision, was statistically significant with beginning trainees emphasizing more the mechanics and task of supervision. Other trends showed that experienced supervisees entertained a less structured interaction with supervisors that was more supportive and considered more effective. Analysis of specific supervisor behaviors gave support to the notion that supervision over time can be conceptualized as a developmental process. 相似文献
6.
Sixty-nine counselor trainees in Alberta, Canada, completed the Interpersonal Check List at the beginning and end of their training year. On both occasions trainees responded to a “set” for self-concept and self-ideal. The congruence between self and ideal (S-I) was tested for both linear and curvilinear relationships with supervisor ratings and final practicum grades of students. A curvilinear relationship was found between (S-I) congruence and final performance measures for full-time male practicum students, suggesting the presence of an optimal range of S-I congruence. 相似文献
7.
Transfer of training is a major concern for trainers and managers. If training does not transfer to the job, the value of the training is questionable. This study investigated the relationships between: 1) perceived importance of training objectives and perceived transfer of training relative to those objectives, and 2) types of supervisor reinforcement which trainees perceive to be most motivating and the types of reinforcement that they perceive their supervisors actually use. The study was conducted in the context of a Managerial Leadership Program within a large oil refinery and chemical company in Korea. The study found that as either supervisors or trainees perceived a training objective to be more important, they also perceived more transfer of training relative to that objective. The study also found that the types of reinforcement trainees perceived to be most motivating were also the types that they perceived their supervisors used most often. 相似文献
8.
The objective of this paper is to map the role of capital in the process of learning to become a postgraduate supervisor. Economic, technological and geopolitical changes in higher education call into question previous assumptions about supervision. Supervision is no longer primarily seen as an intellectual and social enterprise but is increasingly seen as professional work, where one's capital (or lack of) shapes the process of being and becoming a supervisor. It is frequently assumed that the students are the only ones learning in a supervisory relationship. Novice supervisors are, however, often left to their own devices to discover or learn the inherent rules, epistemologies and ontologies in becoming and being supervisors through a process of compromise and negotiation. In this article, we specifically focus on the need for novice supervisors to understand and navigate the field, and plot their career trajectories, as a constant exchange of different aspects of capital. This article is conceptual, rather than empirical. We suggest that it may be helpful to understand the field of supervision in a Bourdieusian sense, with specific reference to the role of (academic) capital in the formative processes of becoming and being a supervisor. We discuss social capital, gender and race, age, values, beliefs and experiences, as well as linguistic abilities, as factors influencing the individual habitus of the supervisor in relation to the doxa of the field. 相似文献
9.
Emily F. Henderson 《Teaching in Higher Education》2018,23(4):403-418
Building on existing studies that ask doctoral supervisors how they understand their role, and what has influenced this understanding, this article explores invitations that are issued to supervisors to reflect in certain ways about the role of supervisor. The article calls into question the ways in which supervisors are invited to think about and represent supervision, by professional development courses, handbooks on supervision, and the questions that researchers pose about supervision. This discussion is situated in autoethnographic analysis of a valuable moment in the author's academic career for reflecting on these factors: the author is positioned directly between the role of doctoral supervisee and the role of doctoral supervisor. Through autoethnographic engagement with doctoral supervision literature, the article argues that professional development for supervisors would benefit from more critical analysis of the invitations which are issued to supervisors to reflect on the transition from supervisee to supervisor. 相似文献
10.
This study explored the supervision training needs of site supervisors of master's program school counseling interns via the construct of self‐efficacy. Using the Site Supervisor Self‐Efficacy Survey developed for this study, the authors surveyed school counseling site supervisors in the states of Oregon and Washington (N = 147) regarding their hours of supervision training and their supervisor self‐efficacy. Results indicated that 54% of school counseling site supervisors had little or no counseling supervision training. Supervisor self‐efficacy appeared to be relatively strong, consistently so for school counseling site supervisors with over 40 hours of supervision training. A partial correlation indicated a slightly positive relationship between the hours of supervision training received and perceived self‐efficacy regarding supervision. Implications regarding school counseling site supervisor training and future research are offered. 相似文献
11.
Framing Quality: Annotated Video-Based Portfolios of Classroom Practice by Pre-service Teachers 总被引：1，自引：0，他引：1
In this paper we describe the use of peer learning teams creating annotated video-based portfolios to improve the quality of teacher–child interactions of undergraduate majors in early childhood and family studies. We used the intentional teaching framework (Hamre et al. in Handbook of early education. Guilford Publications, New York, 2012a) to create a course that moved students through the process of “knowing,” “seeing,” “doing,” and “reflecting & improving.” Forty-four undergraduate early childhood students formed eleven peer learning teams of four. We started the course by teaching the teacher–child interaction skills that are considered to be high-quality and linked to positive child outcomes (knowing). After learning to reliably identify (seeing) high quality instruction using the Classroom Assessment Scoring System, the students created video portfolios featuring their own adult-child interactions (doing). These portfolios, featuring short salient examples of six different dimensions of quality instruction, were posted to a website and shared with their peer learning team. Each team member then commented on the extent to which she or he believed the students’ example was high quality. The portfolios and the peer coaching learning team (PCLT) process have improved our ability to document change in interactions as well as the students’ abilities to see their own growth (reflecting & improving). Further, it allows us to tighten the connection between course content and practical application as well as providing us with an alternative to on-site supervision of practicum students, which can be challenging due to budget constraints. Finally, we hope that sharing this activity will encourage others to integrate video-based technology into their coursework as a means to demonstrate positive change in students’ learning. 相似文献
12.
To understand the challenges and their causes in interactions between Western supervisors and international doctoral students, we conducted a self-study of our experiences as a Chinese international student and her Dutch supervisor during her doctoral research project. We found the supervisor and the student to differ in their expectations of the learning goals and procedure for the doctoral program. We analyze three types of misunderstandings, regarding how formal the supervision should be, how feedback and assessment should be provided and understood (e.g. strict versus implicit critiques, open praise for excellence versus praise to encourage), and how the student is expected to learn (e.g. expecting answers versus providing questions, learning from modeling versus learning by trial and error). We also illustrate how implicit these misunderstandings were in daily supervision interactions and how deeply they were rooted in the cultural (i.e. power distance, individualism, masculinity, and indulgence) and educational (i.e. education oriented toward qualification versus personal development, level of competition, and degree of teacher regulation) differences between the supervisor and the student. 相似文献
13.
Darcy Haag Granello Aaron Kindsvatter Paul F. Granello Jean Underfer‐Babalis Holly J. Hartwig Moorhead 《Counselor Education & Supervision》2008,48(1):32-47
Research and literature in the profession of counselor supervision primarily focus on the development of the trainee and what supervision and supervisors can do to help foster that development. Considerably less attention has been paid to the developmental path of the supervisor or how specific training or experiences in supervision can be used in intentional ways to help influence the development of the supervisor. This article reviews what is known about supervisor development and discusses a specific intervention, the use of a peer consultation model with an intentionally diverse group of supervisors, to enhance supervisor cognitive development. 相似文献
14.
Connie L. Kvarfordt Irene Carter Wansoo Park Sung Hyun Yun 《Journal of Teaching in Social Work》2013,33(5):545-563
Teaching research to social work students continues to be the topic of an ongoing dialog within the profession. The literature suggests that some form of a “real-world” or “hands-on” learning opportunity has many benefits for teaching a subject that students often are reluctant to engage in. Using online survey methods, researchers gathered feedback from graduate students and their field supervisors about their experience of completing a field seminar that integrated an agency-based research proposal as part of the course requirement. Although there were limitations to this approach, many of the same benefits of actually implementing research were reported by students who completed only a proposal. 相似文献
15.
Yongyan Li 《Asia Pacific Journal of Education》2016,36(4):545-558
Publishing English papers in journals listed in Science Citation Index (SCI) has become a requirement for degree conferment for doctoral science students at many universities in China. The publication requirement engenders high pressure for doctoral students and their supervisors and shapes the politics of the relationship between the two parties. This is illustrated in the present paper which reports a study conducted at a prestigious university in east China. Focusing on the case of a research group in biochemistry led by an expert writer (the supervisor), the study aimed to find out, from the supervisor's perspective, what revising papers for the students means to him, and what the students learn as a result of their papers being revised. It is shown that the students depend on the supervisor to meet the publication requirement, and the supervisor believes an average student cannot write a publishable paper. The paper discusses the disempowering effect of the publication requirement, and concludes that there is a role for a course on academic English writing, and that the focus on “publishing SCI papers or no degree” should be shifted at the policy level and long-term planning should go into the training of EAP-qualified language professionals. 相似文献
16.
Good teaching that supports final year students’ learning in clinical placements is critical for students’ successful transition from an academic environment to professional practice. Final year internship programmes are designed to encourage student-centred approaches to teaching and deep approaches to learning, but the extent to which clinical supervisors adopt a student-centred teaching approach is unknown. Survey data (n?=?117) from veterinary supervisors were analysed using phenomenography. The results revealed qualitative differences in supervisors’ conceptions of and approaches to supervision. Quantitative statistical analysis was used to investigate relationships between supervisors’ conceptions and approaches. These analyses identified the types of supervisor experiences more likely to encourage students to participate in clinical practice in ways that will help them transition successfully to independent professional practice. The results have value for clinical educators and administrators seeking to improve the quality of placement supervision in a range of professional education programmes. 相似文献
17.
Tim Mainhard Roeland van der Rijst Jan van Tartwijk Theo Wubbels 《Higher Education》2009,58(3):359-373
The supervisor–doctoral student interpersonal relationship is important for the success of a PhD-project. Therefore, information
about doctoral students’ perceptions of their relationship with their supervisor can be useful for providing detailed feedback
to supervisors aiming at improving the quality of their supervision. This paper describes the development of the questionnaire
on supervisor–doctoral student interaction (QSDI). This questionnaire aims at gathering information about doctoral students’
perceptions of the interpersonal style of their supervisor. The QSDI appeared to be a reliable and valid instrument. It can
be used in research on the relationship between supervisor and doctoral student and can provide supervisors with feedback
on their interpersonal style towards a particular student. 相似文献
18.
Gill Carrington 《Educational Psychology in Practice》2004,20(1):31-42
Within educational psychology, as in other professions, there is a pervasive view of supervision as a one‐way learning process, with knowledge and skills being passed from supervisor to supervisee in a linear fashion. It is proposed that we need to shift our perspective in order to acknowledge the rich learning opportunities for both participants involved. This view is illustrated by an analysis of the author's own learning gains while supervising an Educational Psychologist in Training. It is suggested that viewing supervision as a reciprocal learning process has potential benefits for supervisors, supervisees and the profession as a whole. 相似文献
19.
This study examined outcomes of a supervision practicum in which graduate students supervised under-graduates in teacher education during microteaching activities and studied their supervisory behavior using videotape replays of conferences with teacher-trainees. Pre- and post-measures were used to assess changes in conference style as reflected by verbal behavior, and changes in the relationship between conference dialogues and subsequent teaching behavior. Supervisors shifted toward more indirect-supportive conference styles. Conclusions were that videotaped microteaching can be adapted to improve supervisor education by 1.) providing realistic supervisory experience, 2.) serving as a vehicle to modify the conference behavior of potential supervisors, and 3.) serving as a research vehicle for accumulating new knowledge and testing current theories concerning the process of supervision. 相似文献
20.
Abstract We focus on the preservice teacher‐university supervisor relationship within the context of field experiences to explore the general question, “How can we, as university teacher educators, better assist preservice teachers in their development through field experiences?” Our discussion is based on: reflective accounts of preservice teachers written before, during, and following periods of field experience; our experiences as teachers and teacher educators, which include being faculty supervisors; and on research on the role of the university supervisor in field experiences. We first describe some typical perceptions associated with the preservice teacher‐university supervisor relationship, and then go on to suggest some specific ways to enhance the understanding that preservice teachers have of the roles of university supervisors and, hence, to facilitate the negotiation and development of productive preservice teacher‐university supervisor relationships. 相似文献