Engaging Reflection: A Training Exercise Using Conversation and Discourse Analysis

The author describes an exercise for counselor trainees that promotes counselor reflection on the counseling process. The exercise, which also supports a social constructionist view of counseling, was introduced before, or concurrent with, skill development and required students to combine conversation and discourse analysis of their interactions with “clients.” Methods of analysis are presented, along with specific instructions for the exercise, trainees' comments, and the author's reflections regarding the exercise. We are seeking to complete and be completed … not to understand and be understood cognitively, not to get it right.     

‘Performing’ racism: engaging young supporters of the far right in England

This article explores issues of the racial identities of young male supporters of the political far right in the North of England. Sociological identity theories are utilised in combination with ethnographic and retrospective interview data to inform the failures of anti‐racist education programmes. These failures include a naïve assumption that knowledge of and contact between racial groups will automatically reduce racism. They have also failed because of the ostracism of those very individuals the programmes are designed to engage with. The article argues that programmes must take as their starting point an acceptance of the fluid nature of racism and the necessity to maintain dialogue in a respectful manner with all concerned, even with those who espouse racist views. It is necessary for educators to offer trust and empathy to all young people before mutual recognition and understanding of all racial identities can be achieved.     

Teacher-Student Interactions and Teacher Interpersonal Styles: A State Space Grid Analysis

Abstract

The crucial role of teacher-student relationships has been reported in many studies. Yet, how teacher-student relationships develop from moment-to-moment interactions during lessons remains understudied. The present study combined insights from interpersonal theory and dynamic systems approaches to study indices of interpersonal content and structure in teacher-student interactions and their association with the teacher’s interpersonal style. We found that moment-to-moment teacher behavior was indeed related to student perceptions of the teacher’s interpersonal style. Indices of variability (structure) in interactions discriminated between teachers with less preferred and more preferred interpersonal styles, while, contrary to earlier research, the indicator of predictableness of interactions could not. Results are discussed considering the expectations, and suggestions made for future research and practice.     

如影随形的电话

Verizon makes a new vow to marry phones to the PC It's one of the most maddening(发狂的) features of all the technology in our lives. There are so many gadgets (小玩意) to connect us—cell phones, e-mail, land-line phones—yet most of the gadgets aren' t connected to each other.     

Commentary on early identification and interventions for students with mathematical difficulties: make sense--do the math

Gersten, Jordan, and Flojo (in this issue) have written an elegant summary of the research on early identification and interventions for students with mathematical difficulties. The general constructs of arithmetic combinations, counting strategies, and number sense encapsulate elemental components of early math learning and suggest approaches to remediation. Recent changes in the Individuals with Disabilities Education Act may enhance opportunities for researchers, practitioners, and young learners to benefit from this knowledge.     

Entry points when undergraduate research mentors reflect on their role: a qualitative case study

Abstract

Graduate students and postdoctoral researchers are increasingly taking on mentoring roles in undergraduate research (UR). There is, however, a paucity of research focusing on how they conceptualize their mentoring role. In this qualitative interview study, we identified three entry points that mentors reflect on to define their role: (1) What are the goals of UR? (2) What do the students expect from me? and (3) How should I use my expert knowledge? We discuss how academic developers can use these entry points together with a set of reflective lenses to stimulate critical reflection on the mentoring role and help the mentors to define their role and help the mentors to define their role.     

Changes in the training of teachers

The worldwide changes in the role of the teacher have obvious implications for their training, at both the pre-service and in-service levels. This article focuses first on the increase in the external control of training institutions, whether directly by governments or less directly through agencies which represent the views of the schools, the teaching profession and the employers. Examples are taken from the United Kingdom, with some analysis of the influence of the Council for National Academic Awards, the General Teaching Council for Scotland, and the Council for the Accreditation of Teacher Education, but the issues dealt with, such as standards in training, are of general interest. The nature of the changes that are being made in training are then examined. Some relate to preparing teachers to meet the requirements of new curricula in the schools. Others are more concerned with the ways in which the training itself is becoming more integrated, more immediately relevant, and more professional. Two current needs are referred to: one for the trainers to help teachers relate more closely to the work of other agencies in society; and the other for them to take more account of the multicultural nature of the communities they serve. Finally, the author turns to what he regards as the greatest problem facing the training institutions today — the need for the development of their own staff. In the Third World countries the need is for trainers who are themselves better educated, more experienced and more skilled in helping teachers meet the challenges of nonformal education as well as those of the classroom. In the industrialized West restrictive personnel policies have left institutions with staff who are well qualified but middle-aged and personally inexperienced in facing the demands of a changed situation in the schools. The need for a staff development policy for institutions is urged.

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Zusammenfassung Die weltweiten Veränderungen in der Rolle der Lehrer haben Auswirkungen auf ihre Ausbildung, sowohl auf der Ebene der Lehrervorbereitung als auch in der berufsbegleitenden Weiterbildung. In diesem Bericht konzentriert sich der Verfasser zuerst auf die äußere Kontrolle der Ausbildungsinstitutionen, sei es unmittelbar durch die Regierungen oder weniger unmittelbar durch Dienststellen, die die Ansichten der Schulen, der Lehrerschaft und der Arbeitgeber vertreten. Aus Großbritannien werden Beispiele angeführt sowie Wirkungsanalysen über den Einfluß des Council for National Academic Awards, des General Teaching Council for Scotland, und des Council for the Accreditation of Teacher Education. Die hier behandelten Fragen wie, z.B. der Ausbildungsstandard sind jedoch von allgemeinem Interesse. Anschließend wird die Art der durchgeführten Veränderungen in der Ausbildung untersucht. Manche beziehen sich auf die Vorbereitung der Lehrer bezüglich der Erfordernisse der neuen Curricula an den Schulen, anderen beziehen sich auf die Art und Weise, in der Ausbildung in höheren Maßen integriert, relevant und professionell wird. Auf zwei derzeitige Erfordernisse wird hingewiesen: zum einen daß die Ausbilder den Lehrern helfen, enger mit anderen Behörden in der Gesellschaft zusammenzuarbeiten und zum anderen, daß die multikulturelle Zusammensetzung der Gemeinschaften, denen sie dienen, mehr Rechnung getragen wird. Abschließend wendet sich der Verfasser dem seiner Meinung nach schwerwiegendsten Problem zu, das die Ausbildungsinstitionen heutzutage betrifft, — die Notwendigkeit, ihren eigenen Mitarbeiterstab zu entwickeln. In den Ländern der Dritten Welt könnten besser ausgebildete, erfahrenere und fähigere Ausbilder dazu beitragen, daß sich Lehrer den Herausforderungen sowohl in der nicht-formalen Erziehung als auch im Klassenzimmer sich gewachsen zeigen. In der industrialisierten westlichen Welt haben restriktive Personalmaßnahmen dazu geführt, daß Institutionen über ein zwar gut ausgebildetes Personal verfügt, das weil schon mittleren Alters, den Anforderungen einer veränderten Situation innerhalb des Schulwesens nicht gewachsen ist. Im abschließenden Teil des Berichtes wird die Notwendigkeit einer Ausbildungspolitik für den Mitarbeiterstab der Institutionen als dringlich dargestellt.

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Résumé L'évolution du rôle des enseignants observée dans le monde entier a des implications certaines pour leur formation avant l'emploi et en cours d'emploi. Cet article met tout d'abord un accent sur le renforcement du contrôle externe des institutions de formation, soit directement par des gouvernements ou moins directement grâce à des agences qui représentent les vues des écoles, des professions d'enseignants et des employeurs. Quelques exemples du Royaume Uni sont donnés avec une analyse de l'influence du Conseil d'attribution des prix académiques nationaux, du Conseil d'enseignement général pour l'Ecosse, et du Conseil d'accréditation de la formation des enseignants, mais les questions traitées, telles celles des niveaux de formation, sont d'un intérêt général. Puis on examine la nature des changements qui s'opèrent au niveau de la formation. Certains concernent la formation que reçoivent les enseignants afin de pouvoir répondre aux exigences des nouveaux curricula des écoles. D'autres ont trait davantage aux moyens grâce auxquels la formation est en train de devenir plus intégrée, plus rapidement pertinente et plus professionnelle. On cite deux besoins actuels: l'un se rapportant aux responsables de la formation qui doivent aider les enseignants à avoir plus de contact avec le travail des autres organismes de la société; le second concernant les formateurs eux-mêmes qui doivent tenir compte de la nature multiculturelle des communautés qu'ils servent. Enfin, l'auteur se penche sur ce qu'il considère comme le plus grand problème auquel les institutions de formation doivent faire face de nos jour — notamment le problème du développement de leur propre personnel. Dans les pays du Tiers Monde, on a besoin de formateurs qui sont eux-mêmes mieux instruits, ont plus d'expérience et de compétences et qui pourraient aider les enseignants à relever les défis de l'éducation non-formelle et ceux du travail en classe. Dans les pays occidentaux industrialisés, les politiques de restriction de personnel ont laissé les institutions avec un personnel bien qualifié mais d'un âge moyen et sans expérience personnelle suffisante pour pouvoir répondre aux demandes d'un changement de situation dans les écoles. L'article insiste sur la nécessité d'une politique de développement du personnel dans les institutions.

     

Another development training programme? Education for practical engagement in extension and development work

Current development education in the United Kingdom usually offers participants from developing countries studies of what development is or should be. These programmes are well suited to the needs of higher-level planners or policy researchers. They contrast markedly with the urgent need for the knowledge of and skills in how to undertake planned economic and social changes. This paper suggests a possible route towards a practical, professional training for middle-and lower-level personnel engaged in managing development and extension services. Briefly, the paper notes the lack of educational programmes aimed at practical training and middle-level staff in Britain; and the role of education in the process of development. Current difficulties for locating these programmes in the developing countries themselves are discussed, and the outline for a suitably practical programme, initially based in Britain, is proposed.