Re/learning Student Teaching Supervision: A Co/autoethnographic Self-Study

This article documents the critical friendship of an experienced teacher educator and a doctoral student through our joint exploration of student teaching supervision. By adopting a co/autoethnographic approach, we learned from biographical and contemporaneous critical incidents that informed short- and long-term practices. In particular, we learned about supervision from our experiences as student teachers, mentors, and university supervisors. We learned about supervision through experiences and insights as they occurred and from the relational dynamics provided by our critical friendship. We dissect critical moments that resulted in a series of key understandings. Autobiography informs practice: in sharing our biographies, we developed an understanding and vision for the type of supervision practice we wished to enact. Reflection and discussion inform practice: by journaling and discussing the supervision process, we reconsidered and acted upon practice. Finally, critical friends provide transformative insights into practice: we learned from each other through interaction and critique of past actions, current practices and future actions. Our collaboration was instrumental in providing a vision that defined our individual pedagogies of supervision. Consistent with other scholarship on the learning of student teacher supervision, this article promotes the provision of a support space for both novice and experienced supervisors to deconstruct and improve practice.     

对学校发展性教育督导的再认识 ——考察英国学校督导工作引起的思考

英国的学校发展性教育督导经验对于我国的督导实践探索具有较强的借鉴意义。 结合对英国的督导学习考察经历,发现学校教育、依法督导、教育质量、督导活动、督导结果和督学队伍六个要素对于学校发展性教育督导的有效实施非常关键。 文章介绍了英国学校在这六个方面的具体做法,这些做法值得我们在督导实践中借鉴。本文还结合上述六个要素就我国的督导工作给出了建议。     

Critical action learning: a method or strategy for peer supervision of coaching practice

This paper deals with the on-going practice of a critical action learning set who come together to meet their needs for coaching supervision as a group of executive coaches working from, and within, the University sector in South Wales. The reasons for the successes of, and the challenges around, this practice of four years standing have been articulated using an academic backdrop. The use of multi-factorial supervision has been heralded as being able to give a more rounded form of supervision which, despite its challenges, has, in this example, stood the test of time. Further data are required to try to understand if this form of supervision provides better coaching to the executive field in South Wales and beyond, and what can be learnt from the practice of supervision in general.     

Computer‐Based Counselor‐in‐Training Supervision: Ethical and Practical Implications for Counselor Educators and Supervisors

Computer‐based clinical supervision of counselors‐in‐training is becoming more prevalent (M. Reisch & L. Jarman‐Rohde, 2000); however, its use is still in its infancy, and ethical standards have not been established regarding its practice. There exists a dearth of literature focusing on the ethical practice and development of supervisees when using computer‐based supervision. This article (a) explores ethical practice when using technology to facilitate counselor supervision, (b) reviews specific types of computer‐based applications, (c) presents potential advantages and disadvantages of computer‐based supervision, and (d) offers implications for counselor educators and supervisors.     

Emotional Literacy Support Assistants’ views on supervision provided by educational psychologists: what EPs can learn from group supervision

The Educational Psychology Service in this study has responsibility for providing group supervision to Emotional Literacy Support Assistants (ELSAs) working in schools. To date, little research has examined this type of inter-professional supervision arrangement. The current study used a questionnaire to examine ELSAs’ views on the supervision provided to them. Key areas of interest were the extent to which supervision was perceived to be meeting ELSAs’ needs, their relationship with their supervisor and other group members, the advantages and disadvantages of receiving supervision as a group, and the impact of supervision on practice. Questionnaires were returned by 270 ELSAs. The responses indicated that the majority felt that their supervision needs were being met and that they had a good relationship with their supervisor and other group members. Supervision was generally considered to be a useful mechanism for discussing cases, sharing ideas and problem-solving. Consequently, the majority felt better able to support pupils as a result of this support. The results are discussed in light of the dual role that educational psychologists (EPs) who provide this type of supervision have, and the implications of this for educational psychology practice.     

完善对侦查机关“不应当立案而立案”监督制度的构想

现行法律关于立案监督的规定存在逻辑意义上的矛盾,公民的"人权"难以得到有力保障,不利于立案监督工作的正常开展,"不应当立案而立案"违法行为未能得到有效遏制。必须明确赋予检察机关对侦查机关"不应当立案而立案"违法行为进行监督的职权,并实行侦查机关立案报备制度。     

完善对侦查机关"不应当立案而立案"监督制度的构想

现行法律关于立案监督的规定存在逻辑意义上的矛盾,公民的"人权"难以得到有力保障,不利于立案监督工作的正常开展,"不应当立案而立案"违法行为未能得到有效遏制.必须明确赋予检察机关对侦查机关"不应当立案而立案"违法行为进行监督的职权,并实行侦查机关立案报备制度.     

A Framework for Naming the Scope and Nature of Teacher Candidate Supervision in Clinically-Based Teacher Preparation: Tasks,High-Leverage Practices,and Pedagogical Routines of Practice

Abstract

This study introduces the scope and nature of teacher candidate (TC) supervision in an era of clinically-based teacher preparation. The findings emerged from a qualitative meta-analysis of 82 articles related to TC supervision published between 2001 and 2017. The study recognizes core supervision concepts drawn from decades of empirical literature yet moves the field substantially forward by identifying a framework that includes: (1) tasks, (2) high-leverage practices, and (3) pedagogical routines of supervisory practice. This framework defines a new understanding of how supervisors support TC learning throughout their clinical experiences. By naming the scope and nature of TC supervision, the framework of tasks, high-leverage practices, and pedagogical routines of supervisory practice can help supervisors become more conscious and more skilled about their practice to develop their professional vision of supervision. The framework can also guide the evaluation and re-design of TC supervision within clinically based teacher preparation.     

电气信息类专业实践教学体系建设及质量控制研究

根据电气信息类专业的能力要求,设计了新建本科高校的实践教学体系平台、实践教学质量的评价原则、实践教学质量的监控体系。实践证明,校企深度合作的实践教学体系和合理的质量监控体系为全面培养高素质的电气信息类创新人才打下了坚实的基础,取得了良好的教学效果。     

美国区分性教师督导及其对我国高校教学督导的启示

本文通过对美国区分性教师督导的阐释,联系目前我国教学督导的现状,从理论和实践两个方面来探讨这一教学督导方式对我国高校教学督导的启示,以期为我国的教学督导提供另一角度的分析与指导,从而使教学督导能为教学提供更好的服务。     

成人高等教育毕业设计(论文)质量监控研究

毕业实习与毕业设计(论文)是成人高等教育十分重要的综合性实践教学环节,直接反映学校教育教学质量.因此,加强毕业实习与毕业设计(论文)的过程管理与质量监控,保障毕业设计(论文)质量是教学管理工作者共同关注的课题.本文结合工作实际,对毕业实习与毕业设计(论文)各个环节的过程管理及质量监控问题进行探讨.     

Multicultural and Social Justice Competence in Clinical Supervision

The authors apply the Multicultural and Social Justice Counseling Competencies (Ratts, Singh, Nassar‐McMillan, Butler, & McCullough, 2015) model to clinical supervision, highlighting ways for supervisors to intentionally integrate multicultural and social justice practices into the supervision enterprise. They offer specific implications for supervision practice, including a focus on broaching strategies.     

论刑事诉讼中检察监督制度的合理建构

刑事诉讼中检察监督是检察机关法律监督权最鲜活的体现,也是惟一贯穿于刑事诉讼始终的一项制度。但长期以来,这项制度在立法上被虚置,实践中被严重弱化,监督效果也不尽人意。本文从实际运行现状出发,对刑事诉讼检察监督进行系统化研究,主张应对刑事诉讼检察监督进行重构,并结合刑事诉讼法的再修改提出完善谏言,以期对推动刑事诉讼检察监督立法及规范检察实践活动有所裨益。     

Supervision in Schools: Building Pathways to Excellence

The authors summarize the special section in the journal of Counselor Education and Supervision (Vol. 45, No. 4, June 2006) on school counseling supervision and present implications to guide the practice of school counselor supervision. The implications for practice, training, research, and professional standards for school counselors are discussed.     

Leadership supervision for managers of educational psychology services

A growing body of literature surrounds the development of effective supervisory practices for practitioner and trainee educational psychologists. To date, none of this has addressed supervision for managers of UK educational psychology services, despite evidence that they may be under increasing pressure to make difficult decisions, respond to changing economic and political contexts and experience greater scrutiny in relation to service performance. In this study, 10 principal educational psychologists (PEPs) took part in a focus group to explore the supervisory needs and experiences of service leaders. Emergent key themes revealed differential patterns of entitlement and support, with PEPs often reporting innovative practice in order to access supervision. Supervision often had a duality of purpose, with PEPs advocating and promoting service delivery, rather than seeking personal support, potentially eroding the notion of supervision as a “safe space.” Implications for future practice are discussed and a potentially supportive leadership supervision framework proposed.     

高校教学督导应凸显人性化

传统的高校教学督导是一种"行政监督式"的教学督导,存在诸多非人性化的做法,阻碍着教学督导真正发挥其应有的作用和功能,因此应树立人性化教学督导理念,关心教师的成长和发展,为他们的专业发展和教学能力的提高提供帮助和服务。在具体的实践中应落实教学督导方式的人性化:监督为辅,指导为主;注重交流与沟通,提高督导效能;建立教学督导信息库以促进教师专业发展;等等。     

The learning alliance: ethics in doctoral supervision

This paper is concerned with the ethics of relationships in doctoral supervision. We give an overview of four paradigms of doctoral supervision that have endured over the past 25 years and elucidate some of their strengths and limitations, contextualise them historically and consider their implications for doctoral supervision in the contemporary university. Two common threads across the four paradigms are a view of doctoral supervision as pedagogical practice and that supervisors have primary responsibility for the supervision of doctoral students. We challenge these assumptions. In their place, we propose that the goal of doctoral supervision is praxis and that this involves a learning alliance between multiple institutional agents grounded in a relational ethics of mutual responsibility.     

新建地方本科院校教学督导调查——基于楚雄师范学院教师视角

通过对教师样本实施问卷调查,一是准确把握教学督导工作的基本现状;二是努力发掘教学督导工作开展过程中存在的各种问题;三是结合教学督导工作实际探寻一些能够有效解决现有问题的基本对策。     

教育督导:重"督"还是重"导" --对教育督导职能的再审视

教育督导的基本职能包括监督、检查、评估和指导.而其中监督和指导的关系问题是督导诸职能中值得探讨的问题.从当前我国教育事业发展的现实需要和教育督导工作已取得的实际效果来看,要求教育督导必须以"督"为主."督"是指出问题,"导"是指出解决问题的方向与思路,教育督导强调以监督为主,并不排斥和阻碍指导功能的发挥.     

人大对政府权力"弱监"的主要表现及对策研究

我国宪法和法律赋予了人大在行政监督方面最高权威监督主体的地位。然而在实践中，人大在对政府权力监督方面却存在着弱监问题，本文着重探讨了其弱化的主要表现，并尝试地提出了解决问题的一些办法。