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The authors present a case example and evaluation of group counselor supervision. Experiential client-centered and didactic techniques were used to achieve supervision goals within a developmental framework. 相似文献
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Two studies examined student psychological need satisfaction as a predictor of positive teacher-course evaluations. In Study 1, 268 undergraduates recalled and rated the quality of a recent important college course, then rated their feelings of autonomy, competence, and relatedness within that course. Consistent with self-determination theory, all three ratings predicted instructor and/or course ratings. Study 2 found the same pattern in a sample of 179 introductory journalism students nested within 12 sections of a single course. Study 2 also evaluated instructor characteristics as predictors of mean levels of student need satisfaction across the 12 classes. Although instructor age and overall teaching experience were unrelated to students' need satisfaction, greater experience teaching their particular class negatively predicted student autonomy and relatedness need satisfaction. Implications for pedagogical practice are discussed. 相似文献
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JENNIFER A. VADEBONCOEUR MYRIAM N. TORRES 《Discourse: Studies in the Cultural Politics of Education》2003,24(1):87-103
Over the last several decades, a shift in thinking has brought to the fore the power of language as more than simply a method of expression. Indeed, language is a constituent part of social practices and social identity. For teachers, both pre-service and in-service, teaching roles are often represented through surface and generative metaphors, the latter of which are tacit. In order to study the way in which language, and in particular metaphor, influences thinking about teaching roles, the authors of this article combined their data to examine the metaphoric discourse of both pre-service and in-service teachers. Contextualizing two separate studies in their respective teacher education programs, this article highlights the obstacle of unexposed generative metaphors and the value of ongoing professional development. In addition, it emphasizes the importance of deconstructing traditional dichotomies as central to teacher education reform. 相似文献
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