A Matter of Self-Governance and Control
A Matter of Self-Governance and Control
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自治和控制的问题
DOI：
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发表时间：
2007
期刊：
影响因子：
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通讯作者：
Signild Lemar
中科院分区：
文献类型：
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作者：
S. Kuoppa;Signild Lemar
教育挑战、目标和理论框架欧洲理事会强调了无论性别、年龄、种族背景/遗产或残疾如何获得高等教育的重要性（CEDEFOP 2002； 2001年政府报告）。这就需要一种更灵活的大学制度，采用不同形式的教育实践和评估。近几十年来，对学校和教师教育有影响的理论包括认知科学和社会文化学习。（Schwandt, 1994; Marton,1977; Saljo, 2005）。对于这些理论来说，关于学习如何发生的一般假设是，知识在不同的文化背景下以不同的方式构建，知识的发展和构成是积极的、个体的，并涉及一个社会过程（Moll, 1990; Vygotsky, 1978）。这些观点也影响了教育/教学过程的组织。（Saljo 2005, Kvale, 2003）。这种当前的教育话语加上扩大接受高等教育机会的愿望，对大学提出了越来越多的要求，以适应和改变其教学、学习和评估过程。目的医学与教师教育案例评估项目的任务是开发符合现代教学原则的新的评估方法。它涉及欧洲和美国的三所大学之间的合作；瑞典于默奥大学、瑞典斯德哥尔摩卡罗林斯卡学院和美国斯坦福大学的教师教育学院。该项目旨在解决以下两个问题：-是否有可能使Web-SP适应考试目的，包括解决安全性和完整性问题？- Web-SP是否足够灵活，可作为教师教育的评估工具？本报告中报告的部分项目是为于默奥大学教师教育咨询项目开发的。专业咨询师的教育（或培训）目前涉及产品和过程相关的评估（Roos 2005; Uden 2006）。但是，目前的评估程序存在一些问题。正是在这种背景下，决定设计一种利用Web-SP的新形式的评估。因此，这个项目的起点涉及使用Web-SP创建一个评估工具，这是一个为学生设计的自学程序。该计划的内容包括检查进行指导对话所需的基本技能；即“提出开放性问题，积极倾听，正确总结，拓展更广阔的视野”（Bujold,2004; Egan, 2002; Brown, 2002; Jacobs, Masson, Harwill, 1998; HaggK Cochran, 1997）。在项目的第一部分，学生“辅导员”在项目的支持下，收集他/她的客户的信息。在课程的后期，学生需要使用之前获得的信息来推进课程，并通过总结学习到的主要因素和从不同的角度（如来访者和咨询师）得出的情绪来结束课程。方法对项目的评估涉及多种数据收集方法（Patton, 2002; Stake, 2006; Greene, 1994），旨在加强所收集信息的可信度和可信性。（Alvesson & Skoldberg, 1994）。该程序的匿名性和安全性也得到了保证。该项目的评估分为两个阶段。首先，辅导项目的四位教师对Web-SP项目进行了试点和评估。在第二阶段，辅导项目的五名学生对项目进行了试点和评估。所有的参与者都在这个过程中被拍摄下来，之后接受采访，并被要求记录他们在这个项目中的经历。这四位老师对这个项目的重点和潜力给予了压倒性的肯定。他们还认为这提供了一个积极的学习经验。所有人似乎都理解并管理这个项目，总的来说，他们报告说，学生们需要在这个项目中使用不同的学习策略，培养不同的技能。这五位学生的回答表明，他们对这个项目既有积极的看法，也有明确的改进建议。学生们说这个程序很容易理解。“我认为这看起来真的很好，”“作为一名阅读障碍患者，看到和听到客户的声音对我来说非常积极。”没有发表负面声明。改进建议包括：很明显，该项目受到了相关学生群体的高度赞赏，在现阶段，项目的安全性和完整性似乎没有什么问题。Alvesson， M. & Skoldberg， K.（1994）。（解释和反思）反思。隆德。Studentlitteratur。布朗博士（2002）。职业选择与发展。旧金山：乔西-巴斯·布约德，C。(2004)。通过叙事构建职业生涯。职业行为杂志，第64卷。470 - 484著。(2002)。关于欧洲委员会终身学习备忘录的协商进程；国家报告分析/欧洲职业培训发展中心。欧洲共同体官方出版物办公室，2002年。卢森堡。科克伦，L.（1997）。职业咨询。加州：SAGE出版社。伊根，G.（2002）。熟练帮手。布鲁克斯/科尔出版公司。社会工作伦理，原则声明（IFSW） http://www.ifsw.org/en/p38000324.html Fontana， A. & Frey， J. H.（1994）。访谈，科学的艺术。编：Denzin N. & Lincoln Y.（编）定性研究手册。千橡：圣人，361-391。Hagg， K. & Kuoppa, s . m .。（1997）（专业辅导）专业流浪学生文学。Lund Greene， J.C.(1994)，《定性项目评估——实践与承诺》。:与资料。N. & Lincoln， Y.（编）《定性研究手册》。千橡：鼠尾草，530-545。雅各布斯，E，马森，R和哈维尔，R.（1998）团体咨询，策略和技巧。美国：布鲁克斯/科尔出版公司。Kvale， S.（1993）。“复试：学生认证或知识认证。”In Chaiklin， S. (Ed)（1993）。理解实践。关于活动和背景的观点。剑桥。University Marton， F., Dahlgren， L., Svensson， L.和Saljo R.(1977)（学习/社会文化视角）。斯德哥尔摩。Almqvist & Wiksell。Moll, l.c.（编）。(1990)。维果茨基和教育。社会历史心理学的教学意义与应用。剑桥。大学出版社。巴顿，M.Q.（2002）。定性研究和评价方法。伦敦。圣人。Regeringens提案2001/01:15。（开放大学）Den oppna hogskolan斯德哥尔摩。Utbildningsdepartementet。（政府主张）卢思B.（2005）。信息通信技术与学习型社会的形成性评价。Akademisk avhandling。于默奥古都。教育学系。Schwandt， T.（1994）。“人类探究的建构主义和解释主义方法”。编：Denzin N. & Lincoln Y.（编）定性研究手册。千橡：鼠尾草，118-137。Stufflebeam, Daniel，《评估人员的职业标准和道德》。见：麦克劳克林，W.和d.c.p illips编。评价与教育：四分之一世纪。国家教育研究学会。Saljo， R.（2005）。实用学习-社会文化视角。斯德哥尔摩。Norstedts akademiska forlag。吴登，L.（2006）。技术和基于问题的学习。信息科学出版社。宾夕法尼亚州。维果斯基，L.（1978）。社会心理：高级心理过程的发展。剑桥。MA：哈佛大学出版社。Zunker V.（1998）。职业咨询，应用人生规划的概念。美国：布鲁克斯/科尔出版社。国际咨询促进杂志
Assessment of Counseling skills using web-based cases Educational Challenge, Aim and Theoretical Framework The European Council has underlined the importance of access to higher education regardless of gender, age, ethnic background/heritage or disability (CEDEFOP 2002; Governmental report 2001). This requires a more flexible university system with alternative forms of educational practice and assessment. Theories which have been influential in schools and teacher education over recent decades include cognitive science and socio-cultural learning. (Schwandt, 1994; Marton,1977; Saljo, 2005). The general assumption of how learning takes place, for these theories, is that knowledge is constructed differently in different cultural settings, and that the development and constitution of knowledge is active, individual and involves a social process (Moll, 1990; Vygotsky, 1978). These perspectives have also influenced the organization of education/teaching processes. (Saljo 2005, Kvale, 2003). Such current educational discourses plus the wish to widen access to higher education have placed increasing demands on universities to adapt and transform their teaching, learning and assessment processes.AimThe task of the project entitled Case-Based Assessment in Medicine and Teacher Education was to develop new assessment methods in line with modern pedagogical principles. It involved collaboration between three universities in Europe and USA; the Teacher Education faculty in Umea University, Sweden, the Karolinska Institute in Stockholm, Sweden and Stanford University in USA. The project aimed to address the following two questions:- Is it possible to adapt Web-SP for examination purposes, including solving issues of security and integrity? - Is Web-SP flexible enough to be used as an assessment tool in teacher education? The part of the project reported in this presentation was developed for the Counseling program in Teacher Education at Umea. The education (or training) of professional counselors currently involves both product and process-related assessment (Roos 2005; Uden 2006). However, there are a number of problems associated with the current assessment procedures. It is in this context that the it was decided to design a new form of assessment which utilised Web-SP.Educational Challenge The starting point of the project therefore involved the creation of an assessment tool using Web-SP, a self-instructional program designed for students. The content of the program contained sections which examine the basic skills needed to carry out guidance conversations; that is, "to ask open questions, actively listen, correctly summarize and develop wider perspectives" (Bujold,2004, Egan, 2002; Brown, 2002; Jacobs, Masson, Harwill, 1998; HaggK Cochran, 1997). During the first part of the program the student "counselor", supported by the program, is expected to collect information on his/her client. Later in the program, the student is required to use the information gained earlier to progress through the program and conclude by summarizing the main factors learned and emotions drawn on, from different perspectives e.g. the client and counselor.Method The evaluation of the program involved a mix of data-collection methods (Patton, 2002; Stake, 2006; Greene, 1994) aimed at strengthening the trustworthiness and the credibility of the information gathered.(Alvesson & Skoldberg, 1994). Anonymity and security for the program was also secured. The evaluation of the program had two phases. In the first, four teachers in the counseling program piloted and evaluated the Web-SP- program. In the second phase five students in the counseling-program piloted and evaluated the program. All participants were filmed during the process, interviewed afterwards and also asked to record their experiences of the program.The four teachers were overwhelmingly positive regarding the focus and the potential of the program. They also thought that it provided a positive learning experience. All appeared to understand and manage the program and on the whole, reported that the students had needed to use different learning strategies and develop different skills in the program.The responses of the five students indicate a mixture of being positive about the program but also having clear proposals for improvement. The students stated that the program is easy to follow, e.g. "I think that this seems really good", "being a dyslexic, very positive for me to see and hear the client." No negative statements were forthcoming. Proposals for improvement included It is clear that the program was much appreciated by the student group in question and that at this stage there seem few problems regarding program security and integrity.Alvesson, M. & Skoldberg, K. (1994). (Interpretation and reflection)Tolkning och reflektion. Lund. Studentlitteratur.Brown, D. (2002). Career Choice and Development. San Francisco: Jossey-Bass Bujold,C. (2004).Constructing career through narrative. Journal of Vocational Behavior, Vol. 64. 470-484 CEDEFOP. (2002). Consultation process on the European Commissions memorandum on lifelong learning; analyses of national reports /European Centre for the Development of Vocational Training. Office for Official Publications of the European Communities, 2002. Luxembourg.Cochran, L. (1997). Career Counselling. California: SAGE Publications.Egan, G. (2002). The Skilled Helper. Brooks / Cole Publishing.Ethics in Social Work, Statement of Principles (IFSW) http://www.ifsw.org/en/p38000324.html Fontana, A. & Frey, J. H. (1994). "Interviewing, the Art of Science". In: Denzin N. & Lincoln Y. (eds.) Handbook of Qualitative research. Thousands Oaks: sage, 361-391. Hagg, K. & Kuoppa, S-M. (1997) (Professional Counselling) Professionell vagledning Studentlitteratur. Lund Greene, J.C. (1994) "Qualitative Program Evaluation - Practice and promise." In: Denzin. N. & Lincoln, Y.(eds) Handbook of Qualitative research. Thousands Oaks: sage, 530-545. Jacobs, E., Masson, R & Harvill, R. (1998) Group counseling, strategies and skills. USA: Brooks/ Cole Publishing Company.Kvale, S. (1993). "Examinations reexamined: Certification of students or certification knowledge." In Chaiklin, S. (Ed) (1993). Understanding practice. Perspectives on activity and context. Cambridge. University Marton, F., Dahlgren, L., Svensson, L. & Saljo R. (1977) (Learning / socio- cultural perspective) Inlarning och omvarldsuppfattning. Stockholm. Almqvist & Wiksell.Moll, L. C. (ed). (1990). Vygotsky and Education. Instructional implications and application of sociohistorical psychology. Cambridge. University Press. Patton, M.Q. (2002). Qualitative research & evaluation methods. London. SAGE.Regeringens proposition 2001/01:15. (Open University) Den oppna hogskolan. Stockholm. Utbildningsdepartementet. (Governmental proposition) Roos, B. (2005). ICT and formative assessment in the learning society. Akademisk avhandling. Umea Universitet. Department of Pedagogy. Schwandt, T. (1994). "Constructivist and, Interpretivist Approaches to Human Inquiry". In: Denzin N. & Lincoln Y. (eds.) Handbook of Qualitative Research. Thousands Oaks: sage, 118-137. Stufflebeam, Daniel "Professional Standards and Ethics for Evaluators". In: McLaughlin, W. and D.C.Phillips (eds. Evaluation and Education: At quarter Century. National Society for the Study of Ed. Saljo, R. (2005). (Practical learning- a socio- cultural perspective)Larande i praktiken- Ett sociokulturellt perspektiv. Stockholm. Norstedts akademiska forlag.Uden, L. (2006). Technology and problem- based learning. Information Science pub. Hershey, PA.Vygotsky, L. (1978). Mind in Society: The development of higher psychological processes. Cambridge. MA: Harward University Press.Zunker, V. (1998). Career counselling, applied concepts of life planning. USA: Brooks / Cole Publishing. "International Journal for the Advancement of Counselling"