scholarly journals RESPONSABILITÉS ET RÔLES INSTITUTIONNELS ET INTERINSTITUTIONNELS DANS LE CONTEXTE DE LA FORMATION DES ENSEIGNANTS ASSOCIÉS AU QUÉBEC

2021 ◽  
Vol 55 (1) ◽  
pp. 12-34
Author(s):  
Glorya Pellerin ◽  
Liliane Portelance ◽  
Isabelle Vivegnis ◽  
Geneviève Boisvert
Keyword(s):  
Student Teacher ◽  
Cooperating Teacher ◽  
School Cultures ◽  
Roles And Responsibilities ◽  
Individual Interviews ◽  
Distinct Individual ◽  
Working Together ◽  
Training Activities

Among the actors revolving around the student teacher, the cooperating teacher holds an essential place. Considering the significance and complexity of his role, the cooperating teacher is invited to take part in training activities. Since 2008, leaders from different universities in charge of this matter have been working together to harmonise and improve training activities. Meanwhile, a partnership between them and school representatives is also being established. This partnership is not self-evident because the institutional and inter-institutional roles and responsibilities are poorly defined, and because university and school cultures are distinct. Individual interviews with seven Quebec francophone university representatives show similarities and specificities in their roles and responsibilities.

scholarly journals A Multiple Case Study of Music Cooperating Teacher Roles in Mentoring Dialogues

2021 ◽  
pp. 105708372110252
Author(s):  
Angela Munroe
Keyword(s):  
Music Education ◽  
Student Teaching ◽  
Student Teacher ◽  
Cooperating Teachers ◽  
Cooperating Teacher ◽  
Teacher Roles ◽  
Individual Interviews ◽  
Teaching Context ◽  
Multiple Case

While music education researchers have examined cooperating teacher and student teacher interactions via classroom observations and interviews, there is little research on extended dialogues between the cooperating teacher and student teacher or various mentoring roles (coach, guide, model, and evaluator) assumed by cooperating teachers. During one 8-week student teaching placement period, I recorded extended dialogues between four student teacher-cooperating teacher pairs, along with individual interviews. Data were analyzed using the mentor roles in dialogues model. The mentoring role assumed during dialogues reflected the student teaching context, perceptions about appropriate roles, cooperating teacher and student teacher personalities, and their relationship. Mentoring dialogues were especially influenced by unique features of the music ensemble class.

scholarly journals Humanizing Student–Teacher Relationships for Black Children: Implications for Teachers’ Social–Emotional Training

2020 ◽  
pp. 004208592093331
Author(s):  
Kamilah B. Legette ◽  
Leoandra Onnie Rogers ◽  
Chezare A. Warren
Keyword(s):  
Student Teacher ◽  
Black Youth ◽  
Emotional Learning ◽  
Racial Oppression ◽  
Social Emotional ◽  
School Cultures ◽  
Social And Emotional ◽  
Teacher Relationships ◽  
Inclusive School ◽  
Student Teacher Relationships

A growing number of scholars in the field of urban education compellingly demonstrate the myriad ways U.S. schooling for Black youth is dehumanizing. Social and emotional learning (SEL), particularly, transformative social emotional learning (TSEL) has come to the fore as a promising intervention to promote positive inclusive school cultures and relationships while recognizing and accounting for the realities of racial oppression. Here, we discuss teachers’ capacity to develop and negotiate student–teacher relationships that acknowledge and actively confront the dehumanization of Black youth in schools. We provide recommendations for teachers’ social emotional training that can effectively humanize learning environments for Black youth.

Experiences of Induced Abortion among a Group of South African Women

1997 ◽  
Vol 27 (4) ◽  
pp. 214-222 ◽  
Author(s):  
Shahnaaz Suffla
Keyword(s):  
South African ◽  
Psychological Impact ◽  
African Women ◽  
Psychological State ◽  
Roles And Responsibilities ◽  
Individual Interviews ◽  
Illegal Abortion ◽  
Child Bearing ◽  
The Social ◽  
South African Women

Abortion, more than most procedures, is embedded in a social context that has implications for psychological responses of women. This study used a qualitative research framework to explore five black women's interpretations of their experiences of illegal abortion. Individual interviews were conducted covering the experience of the abortion decision, the abortion procedure itself, the perceived psychological impact of the abortion and perceptions of coping. A thematic analysis was utilised to explore participants' accounts of their abortion experiences. Overall, the study revealed that the abortion decision is multi-dimensional. Participants' accounts of their abortion experience revealed that for most of them the abortion decision was characterised by some degree of ambivalence. Women of diverse developmental levels, with different personal roles and responsibilities and from varying socio-economic circumstances were found to use abortion to avoid unwanted child-bearing. The manner in which women responded to the procedure was found to be a joint function of their psychological state and of the social environment in which the abortion occurred.

Working Together: The Impact of Creating Roles and Responsibilities for Nurses in the Cardiac Electrophysiology Lab

2016 ◽  
Vol 32 (10) ◽  
pp. S321-S322
Author(s):  
J. Shold ◽  
J. Simon ◽  
V. Rioux ◽  
J. Zimmer ◽  
D. Fry ◽  
...  
Keyword(s):  
Cardiac Electrophysiology ◽  
Roles And Responsibilities ◽  
Working Together ◽  
The Impact

scholarly journals Student or Teacher: The Tensions Faced by a Spanish Language Student Teacher

2011 ◽  
pp. 7
Author(s):  
Gloria Vélez Rendón
Keyword(s):  
Student Teachers ◽  
Student Teaching ◽  
Student Teacher ◽  
Cooperating Teachers ◽  
Cooperating Teacher ◽  
Power Relationships ◽  
Mentoring Relationship ◽  
Teaching Role ◽  
School Day ◽  
The One

The contradictory realities of student teaching viewed through the student teachers’ eyes have been the focus of attention of some recent publications (Britzman, 1991; Knowles and Cole, 1994; Carel, S.; Stuckey, A.; Spalding, A.;Parish, D.; Vidaurri, L; Dahlstrom, K.; and  Rand, Ch., 1996; Weber  Mitchell, 1996). Student teachers are “marginally situated in two worlds” they are to educate others while being educated themselves (Britzman, 1991, p. 13). Playing the two roles simultaneously is highly difficult. The contradictions, dilemmas, and tensions inherent in such endeavor make the world of the student teacher increasingly problematic. This is further complicated by the power relationships that often permeate the student teacher cooperating teacher relationship. This paper describes salient aspects of the student teaching journey of Sue, a white twenty-two year old student teacher of Spanish. It uncovers the tensions and dilemmas experienced by the participant in her quest for professional identity. Data collection sources for this study included (a) two open-ended interviews, each lasting approximately forty-five minutes; (b) one school-day long observation; and (c) a copy of the communication journal between the participant and her cooperating teacher. The data revealed that soon upon entering the student teaching field experience, Sue found herself torn by the ambiguous role in which student teachers are positioned: she was neither a full-fledged teacher nor a student. In trying to negotiate a teaching role for herself, Sue was pulled in different directions. She soon became aware of the powerful position of the cooperating teacher and of her vulnerability within the mentoring relationship. The main tension was manifested in Sue’s struggle to develop her own teaching persona on the one hand, and the pressure to conform to her cooperating teachers’ expectations on the other hand. The implications of the study are discussed.

Professional views of supporting relatives of mental health clients with severe mental illness

2017 ◽  
Vol 63 (1) ◽  
pp. 63-69 ◽  
Author(s):  
Fredrik Hjärthag ◽  
Karin Persson ◽  
Karin Ingvarsdotter ◽  
Margareta Östman
Keyword(s):  
Mental Health ◽  
Mental Illness ◽  
Severe Mental Illness ◽  
Personal Narratives ◽  
Well Being ◽  
Individual Interviews ◽  
Working Together ◽  
Group Interviews ◽  
Mental Health Clients

Background: Supporting families where one person suffers from long-term severe mental illness (SMI) is essential, but seems hard to reach. The aim of this study was to examine professionals’ views of supporting relatives of persons with SMI. Material: Individual interviews mirroring personal narratives and group interviews reflecting group-processed answers were conducted among 23 professionals and analyzed thematically. Results: Three themes emerged: (a) information and group interaction reduces stigma and increases well-being, (b) professionals need to feel secure and confident about how the support structure works and (c) collaboration is difficult but required on several levels. Conclusion: Trusting relationships with families were considered important, although seldom achieved; professionals wished to feel secure in their role toward relatives of a person with SMI; and professionals wanted to feel confident when working together with other services to support families.

scholarly journals Barriers and enablers to collaboration in the mental health system in Sabah, Malaysia: towards a theory of collaboration

BJPsych Open ◽  
2019 ◽  
Vol 6 (1) ◽  
Author(s):  
Wendy Shoesmith ◽  
Awang Faisal Bin Awang Borhanuddin ◽  
Emmanuel Joseph Pereira ◽  
Norhayati Nordin ◽  
Beena Giridharan ◽  
...  
Keyword(s):  
Primary Care ◽  
System Development ◽  
Hospital Staff ◽  
Traditional Healers ◽  
Common Goal ◽  
Potential Cost ◽  
Individual Interviews ◽  
Working Together ◽  
Religious Systems ◽  
Definition Of

Background The systems that help people with mental disorders in Malaysia include hospitals, primary care, traditional and religious systems, schools and colleges, employers, families and other community members. Aims To better understand collaboration between and within these systems and create a theoretical framework for system development. Method A total of 26 focus groups and 27 individual interviews were undertaken with patients, carers, psychiatric hospital staff, primary care and district hospital staff, religious and traditional healers, community leaders, non-governmental organisation workers, and school and college counsellors. Grounded theory methods were used to analyse the data and create a theory of collaboration. Results Three themes both defined and enabled collaboration: (a) collaborative behaviours; (b) motivation towards a common goal or value; and (c) autonomy. Three other enablers of collaboration were identified: (d) relatedness (for example trusting, understanding and caring about the other); (e) resources (competence, time, physical resources and opportunities); and (f) motivation for collaboration (weighing up the personal costs versus benefits of acting collaboratively). Conclusions The first three themes provided a definition of collaboration in this context: ‘two or more parties working together towards a common goal or value, while maintaining autonomy’. The main barriers to collaboration were lack of autonomy, relatedness, motivation and resources, together with the potential cost of acting collaboratively without reciprocation. Finding ways to change these structural, cultural and organisational features is likely to improve collaboration in this system and improve access to care and outcomes for patients.

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