In relation to the two theoretical models of counseling being discussed, the therapeutic relationships differ from one model to the other. Within both models, the client and therapist hold different roles (Corey, 2009). In client-centered therapy, the relationship between client and counselor is crucial (Tudor & Worrall, 2006) because the therapy is centered towards the client, as the client is the focal point of the therapy. Due to this, the therapist must ensure that respect, genuineness, and empathy towards the client are maintained. The relationship must be equal as it is crucial in aiding behavior change in the client (Wilkins, 2010).
In your own words, what is the difference between a practitioner-scholar and a scholar-practitioner? The Practitioner-scholar model is a learning model used in higher education and is an advanced educational model that has its focus on the practical application of scholarly knowledge (McClintock, (2003). Scholar practitioners are committed to learning new ways to be effective. They do this by using scholarly research and practical application to help clients and colleagues solve problems within their field. Their professional activities and the knowledge they develop are based on collaborative learning.
However, the guidance or assistance received relies on the formation of the mentorship. Informal and formal mentoring are complete opposite; formal mentoring tends to occur in workplace or academic setting where the primary focus is training the protégé to gain needed skills unlike informal where psychological
I collected data that have researched on it and I looked at it from a sociological lens to understand the complexity of it. Relationship of Evidence to Standards & Competencies: One of the knowledge outcomes is Ethical standards and professional behaviour. Within this outcome are the continuum of teacher education and the life-long of the teacher. This formative assessment provides student-teacher’s feedback on their performance in classroom, which enabled improvement on teaching and learnings. It identified my strengths which were my relationship with my students, my effort put into my planning and willingness to try new approaches.
Lessons are designed according to students learning difficulties. Students’ prior knowledge is assessed through the pre-tests and interviews as assessment tools to inform the content of the lessons. According to Hodge (2010), the key component of an effective lesson is when the teacher understands and knows about the topic. As Variation Theory using learning study is collaborative in its nature, teachers gain more knowledge on the topic as they discuss and meet to share their past experiences about teaching the topic before proceeding to the
Kelchtermans (2009) explains that a teacher’s professional identity is directly linked with the teacher's job satisfaction, occupational commitment and motivation in their line of field. As stated by Burke and Stets (2009), there are three factors that affect the professional identity of a teacher. Person factors, role factors and social factors. I will discuss on how these three areas have affected myself and my profession on being a teacher in Hong Kong. A teacher's belief and morals are generally shaped by their early childhood experiences.
From the viewpoints presented in this section, it can be said that constructivist teacher learning and professional development have parallel nature and feature to constructivist young learners’ learning. It can also be said that as modern approach to instruction and teacher CPD, reflective teaching is consistent with constructivist theories of instruction and teacher CPD. Thus, the researcher believes that the principles of constructivist theory are applicable to this study which considered EFL teachers as active and self-directed adult learners through reflection that involves them teaching and at the same time learning and developing professionally while they were in their own authentic work context. In the context, they are active beings who have the ability to think, learn, construct their own knowledge, and develop professionally rather than passive beings who passively wait for and receive information from external sources in the form of instruction or reading for their learning and professional development. Their reflection, as constructivist learning, is active and dynamic process which enables them to construct new knowledge that builds on from their own teaching experiences.
As students and educators encounter dissonance in their daily professional practice, the process of reflection can help them frame their understanding of their world in new ways, potentially changing their behaviour (clinical or professional) and actions. The thoughtful consideration of professional actions is a dialectical process in which thoughts and actions are interdependently linked. Schön (1988) describes the thoughtful process as "a dialogue of thinking and doing through which people become more skilful.” Reflection can become a dominant force in students workplace learning and can help them make sense of their work. If trust is the foundation of clinical training or supervision and empowerment is its aim, then the role of a clinical teacher is to improve learning and clinical confidence by encouraging and guiding self-reflections, while maintaining cordial and beneficial relationships with their students (ERIC Development
Also, performance of school teachers depend on how they are being motivated. When teachers are motivated, they are also inspired to motivate their learners as well as to do extra work without any command of their superiors. Thus, every school needs a superior who will act not only as the manager but also as a leader, who will turn his/her every teacher to be a globally competent mentor. A leader who is willing to listen and learn with his/her co-teachers and respect others’ opinions. A leader who will make a better employee and who will bring the best of his/her employee.
In a constructivist classroom the teacher is perceived as one of the learners who is more experienced and acts like a ‘guide’ to enable the students to explore some new fields of knowledge. According to Brooks and Brooks (2012) the teacher tries to understand the way learners’ brains work, and she or he leads them to construct and combine the newly-gained knowledge with what students already know from the previous experience. Experiential learning, made by American theorist David Kolb is learning through reflection on doing and which is often contrasted with rote or didactic learning. It is related to, but not synonymous with, experiential education, action learning, adventure learning, free choice learning, cooperative learning, and service learning. While there are relationships and connections among all these theories of education, importantly they are also separate terms with separate meanings (Nsamenang & Tchombe 2011) Thus, one makes discoveries and experiments with knowledge firsthand as a result of assessment, instead of hearing or reading about others' experiences.