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1.
The ongoing challenges in equitable research involving Indigenous peoples and their communities and ways to overcome these are discussed in this article. Central to this article is the narrative reflection of a non-Indigenous researcher following research on Indigenous spirituality, well-being and resilience in the Yaegl community of northern New South Wales, Australia, conducted between 2003 and 2010. Upon reflection several years after the studies, the researcher has identified several inadequacies in the ways in which the research was conceptualised, designed, conducted and supervised. In seeking to critically reflect on and learn from this experience, with the hope of contributing to better understanding and protocols in research with Indigenous peoples, as well as improved models of higher degree research (HDR) supervision in this space, the researcher has collaborated with an Indigenous academic to incorporate theory and Indigenous knowledge in highlighting considerations for better research training and practice. 相似文献
2.
《Studying Teacher Education》2013,9(3):255-271
This article examines the learning by a dean of education through the process of executive coaching. In adopting a self-study approach to explore the experience of executive coaching, we draw on the notion of critical friendship as a way of interrogating the experience and the response to that experience in terms of leadership development and professional growth. We used data from audio-recordings of individual coaching sessions to construct vignettes designed to capture the essence of particular themes and issues germane to the learning through the coaching experiences. The major findings pertain to the notion of default behaviours and show how recognition of one's own default behaviours is important in shifting personal practice. The study opens up for scrutiny important aspects of the nature of the personal side of leading a faculty of education and offers insights into what it means to be a learner as a leader and how productive self-study can be in facilitating that learning process. 相似文献
3.
ZENG Han-xia 《教育理论与实践》2007,(12)
当前部分职业院校重视热门专业的创办,追求短期的社会效应而忽视教学质量的提高和学生综合素质的培养,因此,加强职业院校教学督导工作是改善这个问题的有效途径,而重视高校教学督导的辅导功能是运用集体的智慧改进教学、全民办校的有效手段,教学督导人员只有与学校教师建立和谐、民主的人际关系,才能帮助学校达到预期的教育目标。 相似文献
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5.
Sue Brown Scott Harrell Sandra Browning 《Mentoring & Tutoring: Partnership in Learning》2017,25(5):566-588
In our study, we examine the factors influencing the implementation of a mathematics coaching initiative at four high schools including the assets an instructional coach brings to the position and the challenges unique to each school. In our case study we include data collected in individual interviews with instructional coaches, focus groups with Algebra I teams, and coaching logs. Four models of coaching behavior emerged from the data collected in the study: coach as facilitator, coach as mediator, coach as dictator, and coach as victim. No role was associated exclusively with any particular instructional coach. However, which role the coach assumed hinged on one or more factors: the coach’s leadership style, the context in which the coach served, and the dynamics of the situation. 相似文献
6.
同伴指导:教师专业发展的重大抉择 总被引：2，自引：0，他引：2
同伴指导作为一种新的教师专业发展策略,自上个世纪80年代起受到西方学者的高度关注.同伴指导是以实践中的教师为主体,以合作研究为基础,其最大意义在于改善教学,与教师专业发展的关系极为密切.中国拥有比较久远的同伴指导的历史,设有专门的教研组和较为固定的教研活动,但是有关同伴指导的研究却比较少,能够较为准确、规范的操作同伴指导的更是少之又少. 相似文献
7.
Research was undertaken to find ways of resolving implementation challenges of supervision and evaluation systems by examining the perceptions of South African school-based managers and educators regarding the effectiveness of the clinical supervision strategy as a tool for improving the quality of teaching in compliance with the total quality management (TQM) principle of empowerment as related to the integrated quality management system (IQMS). The article reports on part of the findings of a formal study designed to investigate the effectiveness of the developmental supervision model as a tool for improving the quality of teaching in Gauteng, South Africa The findings from using a mixed method approach, comprising a quantitative phase in the form of questionnaires and a qualitative phase in the form of three focus group interviews, indicated that the clinical supervision strategy complied with the TQM principle of empowerment, which was perceived to have a positive influence on the quality of teaching. In contrast, the IQMS evaluation process was perceived to lack compliance with empowerment due to characteristics related to the traditional inspection approaches to professional development. 相似文献
8.
Mark Adams 《Educational Psychology in Practice》2016,32(3):231-244
Coaching psychology is a distinct sub-discipline of academic and applied psychology that focuses on the enhancement of performance, development and well-being in the broader population. Applied in educational contexts, the practice of coaching psychology has the potential to have a positive impact by supporting children and adults to achieve enhanced standards of functioning and well-being. It therefore represents a way in which educational psychologists (EPs) might elect to diversify their practice. However, EPs are disproportionately under-represented in the development of this emerging field. This article charts the birth and evolution of contemporary coaching psychology, and presents a case study illustrating the application of this methodology in a school context. Suggestions are given regarding professional development activities that might be undertaken by EPs seeking to develop coaching psychology as a strand of their practice. 相似文献
9.
秦晓华 《天津师范大学学报(基础教育版)》2007,8(3):38-42,47
作为一种教学智慧,自学辅导早已存在,且思想的根脉绵延及今;作为一种教学策略,自学辅导屡有创建,且已形成独具特色的流程与形态。在新课程背景下,在重构课堂的呼唤中,自学辅导教学呈现出巨大的活力。自学辅导教学是一个互动的过程,在它的理论视阈中,教学不仅是认识过程,也是社会过程,知识不是被动教给的,而是主动建构的;自学辅导教学是一个充分体现平等的过程,在它的实践探索中,课堂成为了平等对话、自由追问的场所,成为了一个高度开放的时空。 相似文献
10.
Christopher Isike 《Africa Education Review》2018,15(2):112-130
There is a constant interplay between the “people” (agency) and the “parts” (structure and culture), not only in teaching and learning, but also in postgraduate supervision practices globally. However, in South Africa, the tendency to use structure (higher education architecture, institutional history, institutional rules, policies and procedures) to address all challenges related to postgraduate (especially doctoral) studies has resulted in university managers ignoring the role that institutional research culture (social norms, expectations and practice) plays, not only in perpetuating some of these challenges, but also in understanding and resolving them. At the University of Zululand (UniZulu), these factors combine to affect not only the postgraduate supervision practices of supervisors, but also the quality of doctoral throughput (doctorateness) with overall implications for society in general. This article is a critical self-reflection on the author’s postgraduate supervision practice at UniZulu between 2011 and 2016 with a view to highlight how structure and culture combine to impact on his supervision work at the institution. The discussion shows how these factors impact on the quality of doctoral output with implications for the author’s practice and society in general. To deal with the challenges arising from the discussion, the article recommends: establishing a dedicated postgraduate studies unit headed by a director or dean as supervisors and supervisees need a support system that functions optimally; improving staff qualifications and training of supervisors to keep up with best practice in postgraduate supervision; and the Department of Higher Education and Training factoring differentiation realities into its funding modules for universities. 相似文献
11.
《Studying Teacher Education》2013,9(2):98-117
ABSTRACTCross-disciplinary self-studies and peer coaching have separately been shown to offer teacher educators meaningful professional development opportunities. However, the teacher educator literature has said little about combining cross-disciplinary self-studies with peer coaching. In this article, the authors report a two-year cross-disciplinary peer-coaching self-study by experienced teacher educators, one from English Language Arts and one from Mathematics Education. The purpose of the self-study was to examine the connections that bridge the two disciplines and the differences between disciplines that offer new perspectives. Results revealed important process connections involving standards for practice and academic vocabulary. The self-study also illuminated meaningful new perspectives about what questions are asked during whole-class discussion and how data is generated during student collaboration. This study demonstrates the benefits of combining cross-disciplinary teacher educator collaboration with peer coaching and has implications for individual teacher educators and teacher education programs. 相似文献
12.
将企业界的“企业教练”理论引介到外语教学就形成了外语教学的“教练”理念,该理念突出了对学生主体和学习实践的关注,把传统的“教师→外语→学生”型教学观念提升到“教师→学生→外语”型的以人为本、重在实践的教学理念,从而升华了师生关系、优化了课堂教学、提升了教学效果、强化了课外训练、提高了学习效率,是一种符合当代教育价值观念与发展趋势的新型教学理念。 相似文献
13.
通过理论与实践两个层面审视我国基础教育新课程师资培训与反思传统教师培训模式弊端的基础上提出一种校本培训与教研的新模式———同组互助观课。以教研组集体备课,教师演练,“2+2”教学指导原则,改良再行动为课堂教学实验与研究的一种活动形式。充分发挥、利用教师自身的培训资源;坚持培训、教研相结合,学习、研究相结合;坚持跟踪指导,长期服务,全过程培训。 相似文献
14.
Angela Danielle Carter 《Action Learning: Research and Practice》2019,16(1):23-36
Action learning coaching (ALC), a form of action learning that integrates leadership coaching, is suggested as a method and ethos to build future capacity, specifically in novice HRD practitioners. The purpose of this article is to offer an account of learning from the perspectives of novice action learners, who were new to the field of human resource development (HRD) and to the concept of ALC, as well as their similarly noviced coach. Data from budding practitioners and their coach, participants in an action learning action research (ALAR) study, are analyzed to show how they used action and generative learning through ambiguity to apply learning to their new roles. Action learning coaching elevated participants’ skills, self-concept, efficaciousness, professionalism, commitment to action, and capacity for learning and growth. Participants changed themselves, their practice, and ultimately the way they approached human resource development as novices. 相似文献
15.
Anita Soni 《International Journal of Early Years Education》2019,27(1):52-67
This article examines how the practice of supervision has developed within a range of early childhood education and care (ECEC) provision in a county in Central England in the United Kingdom. Supervision has been recently introduced as a mandatory requirement for ECEC in England in 2012, and there is limited research looking at the impact of this. The research aimed to examine how supervision is being implemented by ECEC providers. It employed a mixed methods research design including a questionnaire (n?=?38) and three subsequent telephone interviews, and draws out key themes on who is accessing supervision, the level of frequency, the purposes, challenges and enablers of supervision. It highlights the tendency of the managerial function of supervision including safeguarding of children to dominate, and the potential for supervision as a reflective space and as support for staff including managers and leaders to be overlooked. 相似文献
16.
论行政权的法律监督 总被引：6，自引：1，他引：6
田凯 《河南师范大学学报(哲学社会科学版)》2004,31(3):79-83
法律监督是对法律实施进行的监督。自人类社会设计权力的制约制度以来，始终存在权力分立与制衡以及独立设置法律监督权的两种不同思路。中国的法律监督制度诞生的历史背景和理论基础都呈现出制约权力的基本特征。从法律监督制度的制度渊源看，中国古代的言谏制度和御史制度、前苏联和现今俄罗斯的法律监督制度、西方的议会监察专员制度始终体现着独立设置法律监督权的制度设计路径。我国承担法律监督职能的检察机关应当恢复法律监督的本来含义，尝试对抽象行政行为、具体行政行为的合法性和合理性进行监督。 相似文献
17.
班主任心理辅导模式的理论研究 总被引：6，自引：0，他引：6
学校心理辅导包括发展性心理辅导与矫治性心理辅导,班主任心理辅导属于发展性心理辅导模式。发展性心理辅导有三个要点:面向全体学生;促进学生的人格健全发展;促进学生的个体潜能发挥。学校心理辅导是德育的组成部分和现代教育的重要内容。与理论内涵对应,班主任在涉入心理辅导领域时,也要涉入德育领域和教育领域。因此,班主任应具备三种角色的品质:教育内涵的教师、德育内涵的班主任、心理辅导内涵的心理辅导员。 相似文献
18.
In this paper we focus on individual coaching carried out by an external coach as a new pedagogical element that can impact doctoral students’ sense of progress in doctoral education. The study used a mixed-methods approach in that we draw on quantitative and qualitative data from the evaluation of a project on coaching doctoral students. We explore how coaching can contribute to the doctoral students’ development of a broad set of personal competences and suggest that coaching could work as a means to engender self-management and improve relational competences. The analysis of the participants’ self-reported gains from coaching show that doctoral students experience coaching as an effective method to support the doctoral study process. This study also provides preliminary empirical evidence that coaching of doctoral students can facilitate the doctoral study process so that the doctoral students experience an enhanced feeling of progress and that they can change their study behaviour in a positive direction. The study discusses the difference between coaching and supervision, for instance power imbalances and contrary to earlier research into coaching of doctoral students this study indicates that coaching can impact the supervisor–student relationship in a positive way. 相似文献
19.
This study reviewed eight studies selected from the ERIC and Education Complete databases covering the years 1997 through 2007. The goals of this study were to identify similarities and differences of peer coaching and to examine its feasibility and challenges in preservice teacher education. The four similarities among the studies identified are (i) study participants, (ii) coaching relationships, (iii) coaching duration, and (iv) coaching strategies. The differences identified were in relation to the following four areas: (i) the purposes of peer coaching, (ii) the nature of the field-based experiences of the programmes, (iii) the training for peer coaching, and (iv) the effects of peer coaching. Peer coaching appears to possess unique advantages and have much value for preservice teacher education. How barriers to the comprehensive recognition of peer coaching could be eliminated in preservice teacher education is also discussed. 相似文献
20.
Robin Averill Michael Drake Dayle Anderson Glenda Anthony 《Asia-Pacific Journal of Teacher Education》2016,44(5):486-503
Managing mathematical discussion is known to be challenging for novice teachers. Coaching within student teacher rehearsals of teaching has been shown to develop mathematics teaching practice, but can be time consuming. To examine how coaching using questions could assist novice teachers to promote mathematical thinking and discussions within time-constrained programmes, videos of rehearsals, reflective debriefs, and student teacher surveys were collected across a range of courses over 4 years. Findings included that student teacher roles in rehearsals were enhanced through coaching with questions and co-construction was enabled. Coaching questions exposed effective practice, particularly in relation to orchestrating mathematical discussion, enabling student teachers to reflect, discuss, make decisions, and immediately trial teaching strategies. Questions appeared to lengthen rehearsals but improved their effectiveness through enhancing participation and enabling co-construction of meaning. Findings indicate that questions used in coaching of rehearsals inform and empower novice teachers, essential factors within initial teacher education for equitable and ambitious mathematics teaching. 相似文献