Recent movements in educational reform call for increased collaborative activities among school personnel. The present study examines student and practicing teacher preferences for modes of working on a variety of student-related concerns and relationships with personal and general efficacy for teaching in prevention-related areas. Elementary and secondary student teachers and practicing teachers were asked to rate their preference for working on student academic, behavioral, and self-esteem problems. The range of working preferences included working with other professionals (collaborative), letting other professionals handle the problem (expert), and working alone. These working preferences were found to vary according to teacher level of experience and grade level of teaching. Significant relationships were found between collaborative work preferences and personal teaching efficacy.The demands of teaching in elementary and secondary schools are changing rapidly as public education attempts to meet the needs of a diverse population. Children are coming to school with multiple needs and multiple risk factors that are likely to affect their educational progress (Slavin, 1989). Children who come from poverty situations, disrupted families, and disorganized communities need different educational strategies to facilitate their learning. Academic emphasis needs to be accompanied by attention to the behavioral, social, and self-esteem. In fact, such focus on personal, social and health promotion has been mandated by drug and alcohol prevention programs (BrandenMullen & Elias, 1991). Similarly, the presence of special needs children in classrooms requires attention to these factors as well, to promote success in work, recreational, and community participation (Villa & Thousand, 1988). If schools are to facilitate the development of all children, the scope of school services and interventions needs to expand (Morrison, 1989). The task of changing the scope of services and interventions will require classroom teachers and support personnel to work together in the learning of new skills and the implementation of reforms. This study examined teacher attitudes toward collaboration and their relationship to efficacy for teaching a broader set of skills to children.Given the growing numbers of children who need alternative, prevention-related programs and support systems, consultation and collaboration among professionals have been advocated by educational professionals from a variety of disciplines, such as school psychology (
This article describes a Master Educator Series designed to help educators in Italy design and implement comprehensive vocational guidance curriculum. In this ''Master Educator'' training, a variety of vocational development models and theories are presented. The goal is to provide a broad range of skills in assessment and intervention strategies to prepare educators for developing the curriculum that best fits their unique context. Five curriculum examples are described. Each of these interventions is built around a vocational development topic, including: providing individualized feedback, improving social relationships and connections, using written exercises, and providing mastery and vicarious experiences.Re´sume´. Promotion du de´veloppement vocationnel: me´thodes d'intervention et techniques utilise´es dans le contexte italien. Cet article fait la description d'une Se´rie a`l'usage des Maıˆtres en Education conc¸ue pour aider des e´ducateurs en Italie a`concevoir et mettre en application un programme d'e´tudes en orientation professionnelle. Dans cette formation de Maıˆtre en Education est proposeú n e´ventail de mode`les et des the´ories du de´veloppement vocationnel. Le but est de fournir une large gamme des qualifications requises dans les strate´gies d'e´valuation et d'intervention pour pre´parer les maıˆtres en e´ducation a`construire le programme d'e´tudes qui convient le mieux a`leur contexte particulier. Cinq exemples de programme d'e´tudes sont de´crits. Chacune de ces interventions est e´tablie autour d'une question de de´veloppement vocationnel comprenant les e´le´ments suivants: fournir une re´tro-action individualise´e, ame´liorer les relations et les contacts sociaux, utiliser des exercices e´crits et procurer des expe´riences de maıˆtrise graˆce a`des simulations.Zusammenfassung. Fo¨rderung der beruflichen Entwicklung: Interventionsmethoden und Verfahren in Italien. Diesel Artikel beschreibt ein Fortgeschrittenen-Ausbildungsprogramm aus Italien, das Lehrer darauf vorbereitet, umfassende berufliche Beratungskonzepte zu entwickeln und in Lehrpla¨ne umzusetzen. In diesem Aufbaukurs werden verschiedene Berufswahlmodelle und -theorien vorgestellt. Ziel ist die Vermittlung einer breiten Auswahl von Kompetenzen fu¨r Eignungsdiagnostik und fu¨r Beratungsstrategien, um dadurch die Lehrer dazu zu befa¨higen, Lehrpla¨ne zu verfassen, die optimal in ihrem speziellen Arbeitskontext passen. Fu¨nf Beispiele fu¨r solche Lehrpla¨ne werden vorgestellt. Jeder dieser Unterrichtsentwu¨rfe befasst sich mit einem ausgewa¨hlten Berufswahlthema: Bereitstellung individueller Ru¨ckmeldung, Verbesserung sozialer Beziehungen und Verbindungen, Verwendung schriftlicher Ü bungen, Bereitstellung von Einu¨bungserfahrungen und von stellvertretenden Erfahrungen.Resumen. Facilitando el Desarrollo Vocacional: Me´todos y Te´cnicas de Intervencio´n utilizadas en el Contexto Italiano. En este artı´culo se describe un Master para Educadores disen˜ado para ayudar a los educadores de Italia a disen˜ar y aplicar un currı´culo comprensi...
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