共查询到20条相似文献，搜索用时 31 毫秒
1.
Many public and private agencies lack a systematic process for evaluating the quality of counselor supervision. The Effective Supervision and Consultation (ESC) model is proposed as a guide for counselor educators who are helping agencies build effective supervision programs. The ESC model is presented with an emphasis on the assessment, training, and evaluation components of consultation services in counselor supervision. 相似文献
2.
The use of an effective supervision mechanism is crucial between a student and supervisor. The essential knowledge shared and transferred between these two parties must be observed and understood very well in order to ensure that students are produced at good level of quality for future professional knowledge workers. The aim of this study was to conduct an assessment of the impact of individual, organisational and technical factors on knowledge sharing in a research supervision domain. In order to achieve this aim, a specific research model was developed. This model was based on systematically analysing and extracting all the knowledge-sharing impact factors and then choosing the more iterative and adaptable ones, according to research supervision models. These factors categorized to individual, organizational and technological factors. To effectively evaluate the research model, a quantitative research method was adopted. Data was collected by a survey of 150 students from the Faculty of Computing at Universiti Teknologi Malaysia. The Smart PLS tool was used for data analysis. In sum, the results of this research show that the individual factor in the research supervision domain – namely, the ability of students to share knowledge – in addition to technological factors – specifically, IT systems – have the greatest impact on knowledge sharing in the supervision process. In addition, it was shown that organisational factors including the culture of the university, social networks, and supervisor support have a positive impact on knowledge sharing in research supervision. However, when compared with individual and technical factors, the effect of organisational factors on knowledge sharing in research supervision was not particularly strong in the case of this study. A positive relationship did not exist between the learning strategy and knowledge sharing in research supervision. This study is among the first of its kind to empirically examine the antecedent factors of knowledge sharing in the context of research supervision. 相似文献
3.
Harvey Charles Peters Michele Rivas 《International journal for the advancement of counseling》2018,40(3):237-254
The Self-Model of Humanistic Supervision (SMHS) entails the integration of humanist and postmodern epistemology and ontology into a model of clinical supervision. The SMHS offers five core-selves, five enactors of self, and the cyclical process of enactment as a working framework for supervisors and counselor educators. This model provides supervisors with a culturally responsive, holistic, co-constructed, and relational way to assist supervisees in personal and professional growth. 相似文献
4.
随着监理行业的不断发展和新的需求,社会对工程监理专业技能型人才的综合素质的要求也越来越高。就高职工程监理专业教学与教育管理方法进行探索,并在教学中进行部分实践。为了培养出高素质的工程监理人员,专业教师除了具备理论教学能力之外,还应注重自身的实践教学能力。 相似文献
5.
A sociocultural perspective for supervision practice uses the concepts of acculturation, apprenticeship, and reflective assessment to describe supervision in counselor education. Supervision can be viewed as an intersubjective process that revolves around solving ambiguous and unstructured problems; key features include the coconstruction of shared meaning, framed by a continuous cycle of reflection and action, and the emergence of a professional identity. Implications for research and practice are offered. 相似文献
6.
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
7.
Enhanced interest in supervision training has corresponded with recognition of supervision as a profession in its own right. For many practicing professional counselors, supervision training has traditionally been unavailable. The present research used the Clinical Supervision Questionnaire to evaluate the effect of a supervision training program on the supervision scores of 16 practicing professional counselors who participated in a supervision training program. Participants completed a pretraining and posttraining questionnaire. The findings revealed a significant difference between the pre‐ and posttraining results for the experimental group. This difference was maintained over a 6‐month period. Practical and research implications are discussed. 相似文献
8.
督导制在高校教学、管理的建设和发展中有重要的作用。高职院校尤其是国家示范性高等职业院校建设中实施督导制度,不仅是提升自身管理水平,也是提高教育质量并发挥示范引领效应的需要。重点研究了现行督导制度存在问题,如何克服督导的负面影响,从而建立以人为本的督导制度。 相似文献
9.
Nancy A. Scott 《Counselor Education & Supervision》1986,26(2):82-83
The ever-broadening range of counselor work settings, issues related to accountability and quality control, and the implications of recent progress in program accreditation, professional certification, and counselor licensure are among the forces contributing to awareness of the need for new attention to counseling supervision by the professional community. (ACES Task Force on Supervision, May, 1982) 相似文献
10.
11.
Underpinnings of teachers’ professional development-a new conceptualization of field experience 总被引：1，自引：0，他引：1
Many researchers have addressed the professional development of teachers and the importance of the field experience component
in the process of teaching effectiveness (Kowalchuk, 1999). A phased development model or paradigm used to address teachers’
professional development and stages of effectiveness have been noted. Conceptual models of Field Experience have been developed
in accordance to the paradigms addressed the professional development of teacher effectiveness, basing on no matter external
forces or internal reflective capability that will change a teacher. Simply put, a focus is placed upon teachers to change
and grow. Field experience is not equivalent to student placement or teaching supervision, but is a device for teacher change
at various professional stages. This implies the need for a re-thinking of teacher education preparation. 相似文献
12.
This research project promoted a collaborative model of professional development between lead teachers from three schools, supported by a project coordinator and a researcher from a local university. Each lead teacher worked with their head teacher to design, lead, and evaluate an innovative, personalised, and school-based mathematics continuing professional development (CPD) programme in their school. University staff helped to facilitate project meetings across the schools and monitored impacts within each school. Professional development meetings, involving all teachers and teaching assistants (TAs) from the schools (n?=?55), were designed to encourage a whole-school approach. The project also provided structured opportunities for the lead teacher to work with colleagues in the classroom, for example, through lesson observation and/or collaborative teaching. The outcomes from this project confirmed that collaborative models of CPD, as opposed to transmission, formal training, and ‘top-down’ models, were welcomed by teachers and head teachers – some of whom reported early indications of improvements in student performance. Commenting on what constitutes the most effective forms of CPD, there was a reiteration of the importance of combining peer and external support through a collaborative process. 相似文献
13.
《Journal of Further & Higher Education》2012,36(4):395-405
This paper explores the idea that conceptualizing academic supervision (at Honours or graduate level) as a fiduciary relationship can assist supervisors in enhancing student learning through quality decision‐making. In this paper I reflect on my conceptions of supervision in the light of the growing scholarship on supervision. My conceptions of academic supervision affect my practices as a supervisor. I use my conceptions and experiences of the supervision process to draw conclusions about the ‘best practice’ of supervision. These conclusions about best practice are partial in the sense that they are justified by past experiences, mine and those of others. More is needed to assist supervisors to deliver good quality supervision within a complex relationship where future issues are hard to predict. As a solicitor and legal academic I have been exposed to the ‘professional–client’ relationship and to the literature on metaphors and models for such a relationship. The literature on academic supervision suggested to me that the professional–client relationship and the supervision relationship were similarly perceived. Metaphor is used as a device to understand complexity and to provide a model for decision‐making that, it is argued, will facilitate quality learning outcomes within the supervision relationship. In the fiduciary metaphor the focus is on a relationship which is essentially an ethical one of promoting the welfare of the student. The effectiveness and continuance of the relationship depends on trust. Differentials in knowledge and power are respected but not exploited. Those with greater knowledge and power have correspondingly greater obligations. The language is that of mutual responsibilities and obligations rather than rights. This is contrasted with paternalism, a widespread metaphor within the professions generally, which disempowers and marginalizes. 相似文献
14.
Supervision is a distinct competency area in professional psychology with a burgeoning research base. Yet it remains unclear to what extent the broad supervision research base generalizes specifically to supervision of psychological services in schools for both preservice trainees and credentialed school psychologists. The purposes of this study were to map and review current evidence regarding supervision in school psychology; consider the evidence in the context of the broader psychology supervision literature; and reflect on next steps for training, practice, and research of supervision in school psychology. A systematic review across school psychology journals and psychological supervision journals found only 37 peer refereed articles (21 empirical and 16 conceptual) published on the topic of supervision in school psychology since the year 2000. The topical coverage of these articles is summarized, including its contributions and limitations. Implications are drawn for future research of supervision in school psychology. 相似文献
15.
我国民事检察监督制度具有事后监督、抗诉无期限、无条件启动再审等特点。但由于立法上的粗略，该制度在司法实践中存在一系列的问题。完善我国民事检察监督制度的总体思路是：缩小民事检察监督的受案范围，人民检察院将主要精力放在涉及公权的民事案件上，而对于涉及私权的一般民事案件由当事人直接向人民法院申请再审；赋予人民检察院在民事检察监督过程中更多的监督方式和权力；加大对审判人员严重违反职业道德行为的监督力度。 相似文献
16.
It is well documented that clinical supervision in school settings is underutilized. One hypothesis for this situation is the lack of fit between current supervision models that emphasize the supervision of individual counseling and the multiple roles of school counselors within comprehensive school counseling programs (CSCPs). The authors propose the School Counseling Supervision Model (SCSM) as an extension of J. M. Bernard's (1979, 1997) Discrimination Model. The SCSM uses a 3 (focus of supervision) × 3 (supervisor role) × 4 (CSCP domain) matrix. Examples are provided for potential supervision interventions using the SCSM. Implications for training, practice, and research are discussed. 相似文献
17.
18.
Teng Huang 《Teachers and Teaching》2016,22(8):947-964
The three aspects of teacher change – ontological, epistemological, and sociocultural – are traditionally regarded as independent. Usually only the epistemological aspect is highlighted in formal teacher education. In this paper, I argue that a holistic and interdependent view of these aspects is needed. Thus, this paper aims to explore the process of teacher learning from a holistic perspective. Through deliberative discussions and selection, 13 ‘good’ teachers were interviewed in this study. The findings indicate that there may be a two-stage pattern (the II-VA model) that describes two different sorts of teachers. The first sort refers to those teachers who developed strong identities before beginning their teaching service and who tended to have a clearer educational vision which had a direct impact on their practices and professional development. As for the second sort, the teachers’ identities were vague in their first years of teaching, but their professional identities gradually developed within the referential community with affective and professional functions. These stages imply that we should replace ‘abstract theory’ with ‘subject reflection’ in the center of teacher education. Three kinds of reflection (theory-rationale, identity-integration and vision-accomplishment) are thus identified from a holistic view of teacher change. 相似文献
19.
Trina L. Spencer 《Journal of Personnel Evaluation in Education》2007,20(3-4):211-226
This study examined cooperating teachers’ perceptions of how student teacher supervision is aligned with the standards of
the National Staff Development Council (NSDC). The conceptual framework of this research advanced that serving as a cooperating
teacher is equivalent to a professional development activity. The researcher adapted an instrument from the NSDC to measure
cooperating teachers’ perceptions in grades K-12. The survey was completed by 181 out of the 287 sample population. Cooperating
teachers moderately agreed that student teacher supervision aligned with the standards of the NSDC. This role used the three
categories needed for effective professional development: context, process, and content. 相似文献