Counsellor Education, Teaching Skills - Essay Example

ANNOTATED BIBLIOGRAPHY Due Article Korthagen, F., Loughran, J., & Russell, T. (2006). Developingfundamental principles for teacher education programs and practices. Teaching and Teacher Education, 22(8), 1020-1041. Summary: The authors have carried out an independent research by studying and analyzing effective features of teacher education programs in Canada, Australia, Canada, and the Netherlands. After exploring the ways teacher education programs are conducted in these countries, the authors have provided an initial framework of seven key principles that are directed towards developing effective and result-oriented teacher education programs. The authors of the article are of the viewpoint that traditional approaches to teacher education are no more able to have a huge influence on improving students’ learning through improving the student-teacher relationship. According to the authors, the need is to establish a strong link between theory and practice in order to improve the supervision of students’ activities within the classroom. Article 2: Kilminster, S., Jolly B., & Vleuten, C. (2002). A framework for effective training for supervisors. Medical Teacher, 24(4), 385-389. Summary: This article also relates to the subject of supervisory principles in education in a sense that it provides an effective framework for supervisors’ training which teachers can use to improve their supervision skills. The purpose of this article as mentioned by the authors is to identify the key empirical and theoretical considerations that should be able to support the need of effective training for educators and supervisors. The authors have explored the content of different training courses to know whether an appropriate model of supervision exists in the field of medicine or not. In this article, the authors argue that if there is no explanatory model in place for training, the training of supervisors should be based on relevant existing information about models of supervision and learning processes. Article 3: Coladarci, T., & Breton, W. (1997). Teacher efficacy, supervision, and the special education resource-room teacher. The Journal of Educational Research, 90(4), 230-239. Summary: This article is based primarily on the need to improve teacher efficacy and supervision in the education resource-room context. The objectives of the research were to prove the validity of the Gibson and Dembo Teacher Efficacy Scale in the special education context, as well as to examine the association between the use of instructional supervision and teacher efficacy. The authors of this article examined the relationship in order come up with the judgment about the strength of the relationship and its role in improving students’ learning. The article contains a good amount of information on the relationship between teacher efficacy and instructional supervision. Article 4: Rousseau, D. (2006). Is there Such a thing as evidence-based management?. Academy of Management Review, 31(2), 256-269. Summary: In this article, the author discusses the importance of translating the principles of managing human behaviors and organizational activities into successful business practices. The main idea presented by the author is that the better the practicing of principles will be in an organization, the better will be the productivity levels of be the organization. The researcher used interviews and observations to explore the extent to which organizations usually adhere to the principles of governing organizational processes. Through the research, the author found that principles are usually limited to the records and their application or following is not seen in most of the management practices as the result of which problems occur in managing human behaviors and organizational processes. Article 5: Crasborn, F., Hennissen, P., Brouwer, N., Korthagen, F., & Bergen, T. (2008). Promoting versatility in mentor teachers’ use of supervisory skills. Teaching and Teacher Education, 24(3), 499-514. Summary: The aim of the authors of this article is to establish the need of effective supervision of students’ activities to get the desired results from the class. According to the authors, teachers need to have a versatile list of supervisory skills, which they can use to manage daily classroom activities. The authors are of the viewpoint that besides carrying out the responsibility of advising and teaching the students, teachers also need to be able to transfer the supervisory skills in their students so that they can also become successful professionals in future. In the article, the authors have also highlighted the importance of adherence to supervisory principles to manage students’ learning activities effectively. Article 6: Blum, R., Raemer, D., Carroll, J., Sunder, N., Felstein, D., & Cooper, J. (2004). Crisis resource management training for an anaesthesia faculty: A new approach to continuing education. Medical Education, 38(1), 45-55. Summary: This article focuses on the concept that system failures and human errors play a significant role in producing negative outcomes in any particular field. In this regard, a proper training that should make the faculty adhere to the principles of supervision and effective monitoring should be provided to the faculty so that they can improve their debriefing skills, as well as CRM non-technical skills. Article 7: Holloway, E. (1987). Developmental models of supervision: Is it development?. Professional Psychology: Research and Practice, 18(3), 209-216. Summary: This article is about developmental models of supervision related to the field of psychotherapy. The authors are of the viewpoint that continuous guidance and general models of human development can help in forming the developmental models of supervision. The authors support the need for establishing considerable consistency between the constructs of developmental models of clinical supervision and the published research. Article 8: Elliott, J. (1990). Teachers as researchers: Implications for supervision and for teacher education. Teaching and Teacher Education, 6(1), 1-26. Summary: In this article, the researcher has focused on the dilemmas, problems, and different issues that usually come in the way of introducing and carrying out teacher-based action research in schools. The researcher has described three action research projects in which he has also remained involved and played the role of a facilitator. The authors also attempt to provide an in-depth understanding of the changing role of facilitator over the period of time. Along with this, the author has also clarified the philosophical and theoretical assumptions that support the action research movement in the field of education. Article 9: Magnuson, S., Wilcoxon, S., & Norem, K. (2000). A profile of lousy supervision: Experienced counselors perspectives. Counselor Education and Supervision, 39(3), 189-202. Summary: The authors of this article are of the viewpoint that supervision plays a key role in improving the efficacy of counselors. They have used exploratory research design to gather the data and come up with results. They have gathered data by interviewing some experienced counselors. The aim behind the interviews was to gather information about some ineffective supervision practices. The data gathered from the research helped in yielding six overarching principles (e.g., intolerant of differences, unbalanced, and untrained) that permeated three general perspectives of lousy supervision. Article 10: Munson, C. (1981). Style and structure in supervision. Journal of Education for Social Work, 17(1), 65-72. Summary: The author of this research has worked on the style and structure of supervision in the context of social work considering it to be a critical part of the social work practice. The author has explored different models of authority, structure, and teaching to address the main issues in social work practice supervision. The research did not find any variations in the structure, but some significant differences were found in supervision, sense of accomplishment, and job satisfaction levels. Article 11: Hansen, J., & Warner, R. (1971). Review of research on practicum supervision. Counselor Education and Supervision, 10(3), 261-272. Summary: The authors of this study have classified the research in accordance with process of supervision, role of the supervisor, and rating systems in practicum. Although the authors have been successful in indicating the prevalent characteristics of the candidates of counselor, as well as the methods to rate their performance, but some areas still need to be covered, such as, the methods for training the counselor candidates, the effects of the performance of trainees, expected supervisory roles, and effectiveness of modern methods of supervision.. Article 12: Smaby, M. (2011). Counselor education and supervision: Publishing purpose, categories, and principles. Counselor Education and Supervision, 37(1), 3-5. Summary: This article is mainly about the need of providing the guidelines of effective supervision to counselors. Supervision is always an essential part of the professional success for counselors but this aspect of counseling can only nurture by adhering to some key principles of supervision. The authors have put light on categories of counselor education and supervision, as well as on the basic purpose and need of supervision. Article 13: Pry, R., & Sugai, G. (2002). The effect of active supervision and pre-correction on minor behavioral incidents in a sixth grade general education classroom. Journal of Behavioral Education, 11(4), 255-267. Summary: In this study, the authors have examined the effects of using pre-correction, active supervision, and daily data review on the behaviors of sixth grade students. The authors have found the existence of a functional relationship between teacher-training package and improvement in students’ behaviors. It has also been found that pre-correction and active supervision play a valuable role in making teachers adopt the use of practical instructional strategies. Article 14: Falender, C., & Shafranske, E. (2007). Competence in competency-based supervision practice: Construct and application. Professional Psychology: Research and Practice, 38(3), 232-240. Summary: Provision of competent clinical supervision has been a challenge for the counselors not only in conducting corresponding supervision but also in determining the competency of the supervisee. The authors of the article have referred competence as something requisite for the display of effective performance. Competency-based approaches in training, education, and performance appraisal are requisites for competency-based clinical supervision. The authors have also focused on legal, ethical, and practice issues that usually arise by establishing competency-based supervision practice. Article 15: Granello, D. (2000). Encouraging the cognitive development of supervisees: Using blooms taxonomy in supervision. Counselor Education and Supervision, 40(1), 31-46. Summary: In this article, the author has applied Blooms Taxonomy of Educational Objectives to the process of counseling supervision in order to investigate the effects of Bloom’s Taxonomy on the process of counseling supervision. The author has provided taxonomy as a way for supervisors to support the buildup of cognitive complexity in supervisees. For each level of taxonomy, the author has also provided some examples of supervision questions. . Article 16: Dysthe, O., Samara, A., & Westrheim, K. (2006). Multivoiced supervision of master’s students: A case study of alternative supervision practices in higher education. Studies in Higher Education, 31(3), 299-318. Summary: In this article, an alternative supervision model was described and analyzed at the University of Bergen. The aim of the researchers was to improve the research supervision. For this purpose, they have introduced a three‐pronged approach by combining student colloquia, supervision groups, and individual supervision. The results of the research showed the three arenas supplementing one another. Mutual obligation, regular attendance, and clear rules were found to be the critical factors for supervision groups. Article 17: Ehren, M., Leeuw, F., & Scheerens, J. (2005). On the impact of the Dutch educational supervision act analyzing assumptions concerning the inspection of primary education. American Journal of Evaluation, 26(1), 60-76. Summary: In this article, the authors have used a policy scientific approach in order to re-establish the assumptions that form the Dutch Educational Supervision Act. An example of remodeling and evaluation of a program theory has been shown based on inspection legislation. The assumptions have been established to show the way inspection leads to primary education improvement. In the conclusion, the positive and negative points of this approach have been discussed in order to provide a solid starting for the impact and effect studies. Read More