The Practice-Teaching Parallel in Educating the Micropractitioner

The Power of Mutual Aid in the Educational Process: A Seminar for New Field Instructors of Trainees

“…This same dynamic is transported to the seminar in which the participants appeal to the seminar leader to solve the dilemma or problem presented. Thus, the request for someone to be in charge travels from the clinical context to the supervisory context to the seminar resulting in a demand for the seminar leader to provide the answers-as if didactic material is the only way to impart knowledge and alleviate the anxiety of not knowing (Dore, 1993;Mattinson, 1975;Searles, 1955;WiUiams, 1997). The seminar participants' desires to be taught and receive answers parallel their trainees' desires to be taught and receive answers.…”

“…When successfully executed, a finely balanced, ever-changing tension emerges. The concepts of empowerment in supervision being taught provide both the framework and the model to be followed by the seminar leader (Deal, 2004;Dore, 1993;Glassman & Kates, 1990;Roche et al, 1999).…”

Reconciling the Congruent and Contrasting Roles of Social Work Teacher, Student and Practitioner

“…Many authors write about the parallels between teaching and clinical practice, highlighting the transferability of skills from one profession to another (Dore, 1993;Gottfried, 1995;Kurland, 1991;Webb, 1984). While we have suggested in this article that the similarities helped us, we acknowledge that they also rendered us vulnerable to role blurring and boundary violations.…”

“…While numerous social work educators have explored the fit between practicing and teaching social work (Dore, 1993;Gottfried, 1995;Kurland, 1991), this role congruence has not been examined in the case of student teachers who are simultaneously occupying the roles of graduate student, teacher and practitioner. Further, student instructors who have published personal teaching accounts have not focused on the contrasting features of their roles as teachers and learners and the resulting impact upon their teaching experience (Amirault, 1995;Brown, 1999).…”

Talking About Teaching

“…The average college teacher spends 9.8 to 10.5 hours in the classroom each week, yet instructors often enter the classroom with little preparation for teaching other than their own experiences as students (Dore, 1993;Palmer, 1999). Teaching assistantships provide further modeling, though they may yield uneven results as learning or mentorship opportunities, depending on the abilities of the lead teacher and the way in which the assistantships are structured (Royse, 2001).…”