Facilitation in Supervision as Related to Facilitation in Therapy

Little research has focused on the actual supervision session and its relationship to trainee functioning. Nineteen supervision dyads were selected to study this relationship. Tapes of supervision sessions and trainee therapy sessions were collected at three time intervals and rated by independent judges using the Carkhuff scales. Data were collected over a 15-week semester at the first, eighth, and fifteenth weeks. Supervisor dimensions of genuinesness, respect, and concreteness were significantly related to trainee level of functioning on these same dimensions for all time intervals, except for respect at T, and concreteness at T₂. There was no significant relationship between supervisors' empathy level in supervision and trainees' empathy level in therapy. Trainee perceptions of supervisor offered conditions, as measured by the Barrett-Lennard Relationship Inventory, were not significantly related to their own level of functioning in therapy. The type of supervision offered (didactic or experiential) was not significantly related to higher levels of trainee genuineness and empathy at T₃.     

Inter-professional collaboration in action research

This article describes an example of inter-professional action research conducted by teachers and university-based researchers/teacher educators in a vocational college in the Netherlands. The research was aimed at the professional learning of the teachers on their pedagogical approach to a new curriculum initiative. Despite a difficult context in the Netherlands for a type of action research in which teachers and researchers work in democratic collaboration on the improvement of teaching practices, this inter-professional collaboration worked out well. The participants worked, inspired by shared commitment towards the students, as equal partners. In the findings and conclusion insights developed about key elements for inter-professional collaborative research, such as the importance of common relevance, shared responsibility for the research and mutual trust and respect for differences in professional identities and working conditions are addressed.     

Building purposeful action: action methods and action research

Examination of a piece of psychodramatic work indicates there are similarities, as well as differences between action methods (AM) and action research (AR). It appears that connections between AR and AM could be strengthened for mutual benefit. The article builds on this and introduces AM to action researchers and proposes some ways AM could be used in AR. These include AM's focus on building the spontaneity and creativity of groups in the here and now, the systemic portrayal of situations with the ability for efficient and dynamic iterations of the action research cycle, and the integration of the individual within themselves (thoughts, feelings and action), while at the same time engaging with others     

The complementarity of formative intervention research,action research and action learning

ABSTRACT

Background

This article focuses on the complementarity between formative interventions research conducted within the framework of cultural historical activity theory, action research and learning, as well as how this complementarity influences the researcher’s role.     

Validity and quality in action research

The early childhood–school relationship is reported as having points of separation and difference. In particular, early childhood teachers located in a school setting report experiencing a push-down effect. This paper reports on a participatory action research project involving three early childhood teachers working within an independent school. Using lyric poetry as a method of data (re)presentation, the paper argues this method allowed for multiple layers of politics within this context to emerge. Because of this, a more nuanced account of the early childhood–school relationship is uncovered. The paper concludes by arguing that this method offers the possibility of narrating participatory action research in a powerful and respectful form.     

Planning as action research

Planning contains so much more than the written plan. Early in 2000, an invitation came from the Collaborative Action Research Network (CARN), to people experienced in action research who might want to help plan and present an action research event for elementary school science teachers in Venezuela, South America, in Autumn 2000. This article analyses the outcomes from planning and enacting the resulting workshop to show how planning can be the subject of action research. It goes on to show how planning and teaching interact in a multifaceted way towards technical, practical and emancipatory ends. Planning and teaching are best seen as conversation, a conversation that is both synchronous and asynchronous.     

英语写作课的行动研究

教学行动研究是解决教学与研究相脱节的途径之一，由于它的可操作性与实效性而逐渐受到人们的关注。本文旨在把这种方法运用于英语写作教学，既是一种尝试，同时也有益于改进英语写作教学方法。     

Lifescaping action research pedagogy

ABSTRACT

This article is a collaboration involving a professor and three graduate students. Together, they explore lifescaping action research pedagogy guided by the participatory inquiry process. Since the lesson taught is not the lesson learned, the first author presents a perspective about teaching PIP followed by the graduate students’ collective responses enacting what they learned in three different school settings.     

The action in action research: mediating and developing inclusive intentions

The authors of this article reflect on their experiences as facilitators of an action research network aiming to provide a context for participating schools to identify and address barriers to pupils' learning and participation. Within the network, action research is seen to have different meanings for individuals within and between schools in terms of the relationship between action, data and changes at the personal, group and institutional levels. In nearly all schools in the study, however, it importantly signifies a measure of autonomy over the direction of development, in an era of strongly imposed external agendas. The relationship between the action research process and the values associated with inclusion is explored with the use of school-level data, and interpreted through attention to the actions developing in the schools. Some of the consequences of these actions are described, both intentional and unintentional, and the possible significance of developing rhetoric within and between schools is suggested. The article concludes that action research as described in this network may sustain the development of more inclusive schools, by creating possibilities for critical reflection on the relationship between values and practice within the institution.     

Issues in Supervisory Facilitation

The suggestion that workplace supervisors should become facilitators of the learning of staff is prevalent in the workplace learning and learning organisation literatures, but it is not always clear what facilitative approach is being recommended to supervisors. In order to identify approaches to facilitation that might be amenable for inclusion within the role of workplace supervisors, the concept of facilitation within the main traditions of adult education is examined. A characterisation of the key features of the workplace as a context for learning is then developed in terms that relate to common accounts of contexts conducive to learning. The paper then considers the issues that might arise if each of the conceptions were to be implemented by supervisors. Both facilitation and supervision rely heavily on trust, and so the development and maintenance of trust for supervisors and for facilitators is explored using a dynamic model of trust building. The paper aims both to develop a critique of the concept of supervisory facilitation and to highlight the need to consider contextual issues when applying conceptions derived from the adult education literature to real-world situations. Some implications for the relationship between teachers and students in post-secondary education settings are also described.     

Existential approaches to action research

The existential approach to action research is derived from research that suggests that teachers' actions, intentions, and beliefs are manifestations of their ways of being teachers. A teacher's ‘way of being’ in an educational situation is defined and informed by what was and is for the teacher, and his or her intentions for what could be. It is essentially the way that that person is a teacher – where ‘teacher’ is one of the many ways that that person is and can be. The existential approach to action research extends the way of being perspective by examining three aspects of personhood – situation, existence precedes essence and freedom – and combines them with critical reflection and action. The result is that existential action research happens when people work together to research their own ways of being a teacher to increase their capacity to choose freely, and to act responsibly for themselves and those they care for     

Art teachers and action research

The qualitative educational research literature is increasingly advocating the use of literary/artistic techniques. This article describes and evaluates educational action researches by three art teachers, and questions why they have not capitalised methodologically on their artistic expertise. Analysis of commonalities in practitioner-based research in education and practice-based research in art and design reveals significant differences in these two paradigms however. Whereas artists and educational researchers both engage in qualitative problem solving and may use the same kinds of materials and tools, they develop different kinds of hypotheses, look for different sorts of evidence and apply different quality controls.     

Experiential education and action research

The present paper outlines some of the problems and conflicts emerging in the conduct of one piece of educational action research in which the author held the dual role of teacher and researcher. Although the role is a difficult one, it is not an uncommon position for teachers who are continually monitoring their teaching/learning designs, even if it is subjectively, in order to improve the education of pupils. It is therefore important that teachers learn the theory and method of action research during their training.     

美国学科教学中的元认知能力训练

元认知能力是自我调控学习的核心要素，是学会学习的关键。学科教学中对学生的元认知能力进行科学化、系统化的训练是使学生形成该学科的自主学习能力的重要手段，也是实现教是为了不教目标的有益尝试。关国学者在学科教学中对学生进行元认知能力训练所取得的理论研究成果和积累的实践经验对我国当前的教育教学改革具有重要的借鉴意义。