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首页> 外文会议>International Technology,Education and Development Conference >(1774)COMBING THEORY AND PRACTICE IN THE CLASSROOM:COUNSELOR EDUCATORS SHARE EXPERTISE AND EXPERIENCE
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(1774)COMBING THEORY AND PRACTICE IN THE CLASSROOM:COUNSELOR EDUCATORS SHARE EXPERTISE AND EXPERIENCE

机译：（1774）结合理论与实践在课堂：辅导员教育工作者分享专业知识和经验

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This paper describes a partnership between two graduate counseling faculty members who combinedtheir expertise and experience to create an innovative variation to a traditionally lecture-based course.During the summer semester of 2010, these two professors revised a required course in a Master’sdegree program in School Counseling at a major metropolitan university in New York City. The course,entitled “Organization and Administration of Pupil Personnel Services,” was not only a requirement butan especially popular course, as it was frequently filled to capacity. This course reviews theorganizational setup of urban schools and the various roles of contemporary school counselors, as perthe American School Counselor Association’s framework for comprehensive school counselingprograms (Cobia & Henderson, 2007). Due to the high enrollment in the course, and its fundamentalimportance for school counselors, faculty began to consider ways of making it even more dynamic andeffective at preparing professional, ethical counselors-in-training for the realities of the counselingprofession. The new course setup involved team-teaching, where one faculty member taught for thefirst hour of each class meeting, and the other faculty taught for the second hour. The first hourreflected the faculty member’s preference for highlighting organizational theory, research studies, andreview of comprehensive counseling program models and included discussions, small-group work,and debates. This professor also integrated technology and media into the lecture and presentation,such as video, Internet, and online threaded discussion boards. The second hour reflected therespective faculty member’s extensive experience in the field as a practicing school counselor. Thisprofessor followed the discussion of theory with in-depth illustrations of organizational issues inpractice, focusing on ethical considerations, school crises, and the challenges of balancing multipleresponsibilities within the school context. These lessons did not include technology or media but reliedon class discussions, reactions to scenarios, and role-playing. The positive faculty and studentdescriptions of their experiences in this course concur with prior evidence on the benefits the teamapproach to teaching counseling courses (Corey, Corey, & Callanan, 2005). The differentiatedinstructional methods these professors employed successfully engaged students, while exposing themto knowledge- and skill-building activities, and to the theory and practice of school counseling with itsobstacles and dilemmas (Babione, 2010). The various pedagogical strategies also responded todiverse learning-style preferences of students (Dunn & Griggs, 2003). The ongoing collaboration of thetwo professors as a team was crucial to effective delivery of the course’s learning objectives, and tostudents’ successful demonstration of performance objectives. They also modeled importantbehaviors for school counselors, as dedicated counselor educators and lifelong learners (Orr, Hall, &Hulse-Killacky, 2008).
机译：本文介绍了两位研究生咨询教职员工之间的伙伴关系，他组合了专业知识和经验，为传统的讲座的课程创造了一种创新变化。2010年夏季学期，这两位教授在大师的DEGREE计划中修订了必要的课程纽约市大都会大学的学校咨询。题为“学生人员服务的组织和管理”的课程不仅是一个要求尤其是受欢迎的课程，因为它经常充满了容量。本课程评论城市学校的理论建设以及当代学校辅导员的各种角色，如美国学校顾问协会的综合学校咨询计划（Cobia＆Henderson，2007）的框架。由于课程的纳入高，学校辅导员的基础重量，教师开始考虑在为咨询服务现实提供专业，道德辅导员培训方面更具活力和效率。新课程设置涉及团队教学，其中一个教师会员教授每个班级会议的前一小时，而另一个教师在第二个小时教授。第一次小时的教师们倾向于突出组织理论，研究研究，以及综合咨询计划模型的探索，包括讨论，小组工作和辩论。本教授还将技术和媒体融入了讲座和演示，如视频，互联网和在线循型讨论板。第二小时反映了尊敬的教师成员作为练习学校辅导员在该领域的丰富经验。本专业集团遵循理论的讨论，深入了解组织问题，重点关注道德考虑，学校危机，以及平衡学校背景下的乘法责任的挑战。这些课程不包括技术或媒体，但依赖课程讨论，对情景的反应以及角色扮演。本课程中经验的积极教师和学生在本课程中的经验同意，关于队伍对教学课程的利益（Corey，Corey，＆Callanan，2005）的福利的证据。差异化的方法这些教授雇用了成功参与学生，同时公布了他们的知识和技能建设活动，以及与Itsobstacles和Dillemmas的学校咨询的理论和实践（Babione，2010）。各种教学策略还应对学生的待办事项学习风格偏好（Dunn＆Griggs，2003）。迄今为止作为团队的持续协作是有效地交付课程的学习目标，以及戏剧性的绩效目标的成功展示。他们还为学校辅导员建模了重要的，作为专门的顾问教育者和终身学习者（ORR，Hall，＆Hulse-Killacky，2008）。

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