Burnout and Counselor Practitioner Expectations of Supervision

The authors assessed counselor expectations of supervision and counselor burnout. A sample consisting of 120 members of the Oregon Personnel and Guidance Association completed the Maslach Burnout Inventory (MBI) and the Counselor Supervision Inventory (CSI).     

Implications of Counselor Conceptualizations for Counselor Education

Conceptualizations of novice and experienced counselors are examined to determine how they view client problems and change in counseling.     

Multiple learning communities: students,teachers, instructional designers,and researchers

Fostering a Community of Learners (FCL) exemplifies a class of pedagogical approaches aimed at having students become reasoners and sense‐makers in various content domains. While the pedagogical practices among these approaches vary to some degree, they tend to overlap in philosophy and general pedagogical style. Hence issues confronted by those attempting to implement FCL will be confronted by those hoping to implement similar activities. The three‐level commentary in this paper begins with specific reactions to the preceding papers, which focused on attempts to implement FCL in different content areas. It continues with a discussion of what counts in FCL: for example, is it a set of participant structures such as jigsawing, or a set of underlying principles? It concludes with a discussion of systemic issues that will be faced by any pedagogical approach focusing on having students engage in reasoning and sense‐making in the classroom.     

Talking about Assessment: Mentor-student dialogues about pupil assessment in initial teacher training

This is an account of a study, conducted over the period of one extended school placement lasting a term, which monitored the dialogues between student teachers undertaking their school-based initial training and their mentors. The study took place in the context of the increasing emphasis placed on pupil assessment in England and Wales and the increasing prominence of school-based work in initial teacher training. This particular analysis focuses on the extent and kind of attention within the dialogues given to the assessment of pupil learning, and the ways in which school-based mentors model assessment practice through their formative discussions with student teachers. The evidence suggests that the dialogues are tending to define assessment in terms of examinations, tests and class control rather than in terms of pupil learning. While this suggests that there is scope for continued development of the mentoring role and the interpretation of initial teaching competences, it also adds to existing evidence that pupil-assessment is an area of difficulty for many experienced teachers.