So,What About the Professional Development of Teacher Educators?

The first part of this paper discusses incentives for teacher educators to engage in professional development. It proceeds by proposing practical examples of how teacher educators' professional development is initiated by the individual teacher educator and takes place outside the teacher education institution. However, systematic professional development is needed within the teacher education institution, as an integrated part of the teacher educators' work responsibilities. The many problems related to professional development are highlighted at the end of the paper. The paper addresses a neglected area in the literature on teacher education.     

Convergent and discriminant construct validity of the internalizing symptoms scale for children with the BASC‐SRP‐C

This brief report details a study of the construct validity of the Internalizing Symptoms Scale for Children (ISSC) in comparison with the Child Self‐Report Form of the Behavioral Assessment System for Children (BASC). Using self‐reports of 121 students ages 8–12 from general education classes, who were administered both measures, correlational data were obtained between the scores of the two instruments. ISSC factor and total scores were found to have weak associations with the BASC School Adjustment Scales, and negatively associations with the BASC personal adjustment scales, providing discriminant evidence of the construct validity of the ISSC. Moderate to strong correlations were found between ISSC scores and the BASC Clinical Maladjustment, Other Problems, and Emotional Symptoms Index scores, evidencing convergent construct validity between the two measures. These results support the validity and clinical use of the ISSC as a measure of internalizing symptoms and emotional problems. © 2003 Wiley Periodicals, Inc. Psychol Schs 40: 139–144, 2003.     

Gentle Riffs and Noises Off: Research Supervision Under the Spotlight

This article offers a critique of the manner in which doctoral supervision is conceptualised in a higher education system dominated by the market order. The authors consider the process of research supervision as an experience held in common, as a way of discovering the world together rather than as the fulfilment of discrete roles within a clearly defined timeframe. They propose an alternative ontology of research supervision, as a process of ‘unselfing’ informed by the enactment of agape (love) rather than as something that is characterised by conformity to a regulatory framework and informed by the dictates of institutionalised systems of monitoring and surveillance. This approach implies rejection of the relentless focus on choice and action that is characteristic of institutionalised higher education. The authors claim greater scope for consideration of the influence of the more elusive aspects of being human in the process of research supervision. This reappraisal of research supervision calls into question the pre-eminence of the Newtonian order of time as something that flows uniformly, independently of things and their relationships and calls for renewed emphasis on time as lived experience. The authors draw on a musical analogy, namely the differences between classical music and jazz, in order to explore these themes in relation to research supervision.