Enhancing teachers’ counselling skills: student teachers’ views on a teachers’ education programme     

Maro Doikou  Konstantina Diamandidou 《欧洲师范教育杂志》2011,34(1):61-79

The purpose of this small‐scale study is to investigate the outcomes of a brief teacher education programme by exploring student teachers’ views. The teacher education programme aimed to provide teachers with the opportunity to develop qualities and skills that facilitate communication and to enhance teachers’ competence to apply social and emotional (SEL) programmes’ intervention activities in the classroom. According to student teachers’ estimations, the teacher education programme provided them with new knowledge and experiences in communication and counselling, which they felt they could use in teaching practice. Besides, teachers reported that the programme enabled them to develop their self‐awareness and to adopt a non‐directive attitude during the implementation of SEL programme’s activities.  相似文献   

Literacy,achievement and success in a Māori tourism certificate programme: reading the world in order to read the word     

Pania Te Maro  Chris Lane  Vaughan Bidois  David Earle 《International Journal of Lifelong Education》2019,38(4):449-464

ABSTRACT

This article critiques international assessment of adult literacy using research findings from students completing a Māori tourism certificate who achieved significant gains in assessment. It is argued that the focus of literacy assessments potentially forces educators to narrow their teaching and learning approaches, manoeuvring them into teaching toward singular or convergent literacy. This leads to utilising teaching and learning strategies drawn from the cultural and social capital of the dominant culture, which is problematic for students without abundance of such capital.

Blending Kaupapa Māori research theory with appreciative inquiry, research revealed that students made significant gains in assessment scores because their educators acknowledged and utilised ways in which they made sense and meaning of their world. Educators drew upon the social and cultural capital of students and engaged them as partners in culturally based teaching and learning processes. Relating to students’ multiple literacies, and the contexts with which they bring meaning to their world in this way, is referred to as drawing from divergent literacies.

This study proposes a need to develop and research alternative ways for improving convergent literacy outcomes. It is suggested that multiple interventions using multi-modal and 360° approaches need to occur simultaneously for best outcomes.  相似文献   

Enhancing social interaction of pupils with intellectual disabilities with their general education peers: the outcomes of an intervention programme          下载免费PDF全文

Ilias Vasileiadis  Maro Doikou‐Avlidou 《Journal of Research in Special Educational Needs》2018,18(4):267-277

The goal of the study was to investigate the outcomes of an intervention programme regarding social interaction of four pupils with intellectual disabilities with their typically developing peers. The programme aimed at enhancing social inclusion of pupils with intellectual disabilities and consisted in (1) the implementation of structured activities designed to promote emotion regulation and appropriate expression, self‐confidence and cooperation, and (2) participation of the target pupils in social activities in the neighbourhood, with the active involvement of school staff members. Data were collected by means of observations, teachers’ reflective journals and semi‐structured interviews with the school staff members and the pupils themselves. Findings revealed significant increases in target pupils’ social interactions with their peers inside and outside the school setting, as well as positive changes in general education pupils’ attitudes, both during and upon the completion of the programme. Factors which contributed to the above‐mentioned changes are discussed in relation to the implications of the study.  相似文献