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Student teachers consider cooperating teachers to be one of the most important contributors to their teacher preparation program. Therefore, the ways in which cooperating teachers participate in teacher education are significant. This review seeks to move conceptions of that participation beyond commonly held beliefs to empirically supported claims. The analysis draws on Brodie, Cowling, and Nissen's notion of categories of participation to generate 11 different ways that cooperating teachers participate in teacher education: as Providers of Feedback, Gatekeepers of the Profession, Modelers of Practice, Supporters of Reflection, Gleaners of Knowledge, Purveyors of Context, Conveners of Relation, Agents of Socialization, Advocates of the Practical, Abiders of Change, and Teachers of Children. When set against Gaventa's typology of participation, the resultant grid highlights the importance of negotiated or invited spaces for cooperating teacher participation and provides a new way of thinking about, planning professional development for, and working with cooperating teachers.

Taking a reflective synthesis approach, this article reviews and analyzes existing evidence related to the application of practicum-based multicultural and social justice training (MSJT) aimed at developing cultural competence and social responsiveness in psychology and counsellor trainees. Specifically, in this article, I review and address (a) conceptual-theoretical and empirical evidence of experiential MSJT and multicultural practicum; (b) my personal journeys towards service-focused and community-oriented scholarship and practice; (c) the content and structure of the Refugee-Serving Multicultural Therapy Practicum, as an exemplary model of service-training MSJT; and (d) the \"lessons learned\" based on an evaluative study of trainees' cultural learning and change process experienced in this practicum. Both conceptual and empirical evidence synthesized in this article point to practicum-based MSJT, such as the Refugee-Serving Multicultural Practicum, as a viable, multifaceted, and highly promising training modality that can enhance trainees' culturally informed interventions, social advocacy, and community collaboration. Therefore, continuous deliberation, experimentation, and research of MSJT practicum and other related experiential pedagogies are warranted, to help propel psychology towards greater cultural, social, and community responsiveness. À partir d'une approche de synthèse réflexive, cet article passe en revue et analyse les preuves existantes relatives à l'application de la formation en matière de counseling multiculturel et de justice sociale sous forme de stage et visant à développer la compétence culturelle et la réactivité sociale chez les psychologues et les stagiaires en counseling. Plus précisément, dans cet article, je passe en revue et j'aborde (a) les preuves conceptuelles, théoriques et empiriques de la formation en matière de counseling multiculturel et de justice sociale expérientielle et du stage multiculturel; (b) mon cheminement personnel vers un enseignement et une pratique axés sur le service et la communauté; (c) le contenu et la structure du stage de thérapie multiculturelle au service des réfugiés, en tant que modèle exemplaire de formation multiculturelle et sur la justice sociale axée sur le service; et (d) les « leçons tirées » basées sur une étude d'évaluation du processus d'apprentissage et de changement culturel des stagiaires dans le cadre de ce stage. Les preuves conceptuelles et empiriques résumées dans cet article indiquent que la formation en matière de counseling multiculturel et de justice sociale sous forme de stage, comme le stage multiculturel au service des réfugiés, est une modalité de formation viable, polyvalente et très prometteuse qui peut améliorer les interventions culturellement informées, la défense sociale et la collaboration communautaire des stagiaires. Par conséquent, la délibération, l'expérimentation et la recherche continues sur le stage de formation en matière de counseling multiculturel et de justice sociale et d'autres pédagogies expérientielles connexes sont justifiées, pour aider à propulser la psychologie vers une plus grande réactivité culturelle, sociale et communautaire. Public Significance Statement This article provides a review and analysis of literature related to experiential training in multiculturalism and social justice for psychology and counsellor trainees. It also cites an example of such training through presenting a Refugee-Serving Multicultural Therapy Practicum. Trainees in this practicum showed significant growth in their cultural competence, self-efficacy, and skills, demonstrating the effectiveness and importance of practicum-based multicultural and social justice training.

Clerkship education has been called a ‘black box’ because so little is known about what, how, and under which conditions students learn. Our aim was to develop a blueprint for education in ambulatory and inpatient settings, and in single encounters, traditional rotations, or longitudinal experiences. We identified 548 causal links between conditions, processes, and outcomes of clerkship education in 168 empirical papers published over 7 years and synthesised a theory of how students learn. They do so when they are given affective, pedagogic, and organisational support. Affective support comes from doctors’ and many other health workers’ interactions with students. Pedagogic support comes from informal interactions and modelling as well as doctors’ teaching, supervision, and precepting. Organisational support comes from every tier of a curriculum. Core learning processes of observing, rehearsing, and contributing to authentic clinical activities take place within triadic relationships between students, patients, and practitioners. The phrase ‘supported participation in practice’ best describes the educational process. Much of the learning that results is too tacit, complex, contextualised, and individual to be defined as a set of competencies. We conclude that clerkship education takes place within relationships between students, patients, and doctors, supported by informal, individual, contextualised, and affective elements of the learned curriculum, alongside formal, standardised elements of the taught and assessed curriculum. This research provides a blueprint for designing and evaluating clerkship curricula as well as helping patients, students, and practitioners collaborate in educating tomorrow’s doctors.

This study aims to structure individual counseling practicum (ICP) supervision, including the counseling and guidance of graduate students. In line with this aim, the supervision process is structured within the context of the Discrimination Model (DM), based on the action research method, and in accordance with group supervision stages. In the structuring of the process, a cycle of defining the focus area, collecting data, analyzing and interpreting the data, and developing an action plan is followed, based on the action research method. The data used is obtained from observations, interviews, validation committee meetings' reports, and the researcher's diaries. According to the study results, a supervision agreement, including the goals of supervision, the roles and responsibilities of supervisees, the activities to be considered in this process, and the evaluation process is established to structure the supervision process of the ICP. Furthermore, a 14-session group supervision process, including the beginning, transition, working, and termination stages in which the relevant agreement was put into practice, is designed. The study results indicate that the ICP supervision process could be structured in accordance with the DM and the stages of group supervision. Bu çalışmada psikolojik danışma ve rehberlik yüksek lisans öğrencilerinin yer aldığı bireyle psikolojik danışma uygulaması (BPDU) süpervizyonunun yapılandırılması amaçlanmıştır. Bu amaç doğrultusunda süpervizyon süreci, eylem araştırması yöntemine dayalı olarak Ayrıştırıcı Süpervizyon Modeli (ASM) bağlamında ve grup süpervizyonu aşamalarına uygun yapılandırılmıştır. Sürecin yapılandırılmasında eylem araştırması yöntemi temelinde odak alanı belirleme, verileri toplama, verileri analiz etme ve yorumlama ile eylem planı hazırlama döngüsü takip edilmiştir. Veriler; gözlemlerden, görüşmelerden, geçerlik komitesi toplantı tutanaklarından ve araştırmacı günlüklerinden elde edilmiştir. Araştırma bulgularına göre bireyle psikolojik danışma uygulaması süpervizyonu sürecini yapılandırmaya yönelik süpervizyon amaçları, süpervizyon alanların rol ve sorumlulukları ve bu süreçte ele alınacak etkinlikler ile değerlendirme sürecini içeren bir süpervizyon sözleşmesi ortaya konulmuştur. Ayrıca söz konusu sözleşmenin uygulamaya konulduğu başlangıç, geçiş, çalışma ve sonlandırma aşamalarını içeren 14 oturumluk grup süpervizyonu süreci tasarlanmıştır. Araştırma sonuçları bireyle psikolojik danışma uygulaması süpervizyonu sürecinin Ayrıştırıcı Süpervizyon Modeli’ne ve grup süpervizyonu aşamalarına uygun olarak yapılandırılabilir olduğunu göstermiştir.

Clinical supervisors are known to assess trainee performance idiosyncratically, causing concern about the validity of their ratings. The literature on this issue relies heavily on retrospective collection of decisions, resulting in the risk of inaccurate information regarding what actually drives raters’ perceptions. Capturing in-the-moment information about supervisors’ impressions could yield better insight into how to intervene. The purpose of this study, therefore, was to gather “real-time” judgments to explore what drives preceptors’ judgments of student performance. We performed a prospective study in which physicians were asked to adjust a rating scale in real-time while watching two video-recordings of trainee clinical performances. Scores were captured in 1-s increments, examined for frequency, direction, and magnitude of adjustments, and compared to assessors’ final entrustability judgment as measured by the modified Ottawa Clinic Assessment Tool. The standard deviation in raters’ judgment was examined as a function of time to determine how long it takes impressions to begin to vary. 20 participants viewed 2 clinical vignettes. Considerable variability in ratings was observed with different behaviours triggering scale adjustments for different raters. That idiosyncrasy occurred very quickly, with the standard deviation in raters’ judgments rapidly increasing within 30 s of case onset. Particular moments appeared to generally be influential, but their degree of influence still varied. Correlations between the final assessment and (a) score assigned upon first adjustment of the scale, (b) upon last adjustment, and (c) the mean score, were r = 0.13, 0.32, and 0.57 for one video and r = 0.30, 0.50, and 0.52 for the other, indicating the degree to which overall impressions reflected accumulation of raters’ idiosyncratic moment-by-moment observations. Our results demonstrated that variability in raters’ impressions begins very early in a case presentation and is associated with different behaviours having different influence on different raters. More generally, this study outlines a novel methodology that offers a new path for gaining insight into factors influencing assessor judgments.

Educational scholarship has called attention to the disproportionate ways Black males are disciplined in schools, which has become the catalyst to their entry into the school-to-prison pipeline through which they are funneled from K-12 classrooms into the criminal justice system. Since the majority of teachers are White, it may be insightful to examine the role that they play in the process and how teachers also influence White children’s perceptions of Black boys. Drawing from Lortie’s ( 1975/2002 ) notion of the apprenticeship of observation in teaching, I contend that White children learn how to dehumanize Black male students, particularly as they observe how their White teachers disproportionately target them for minor and subjective school disciplinary infractions. Recommendations are provided for teacher education to prepare teachers to dismantle disproportionate and unfair ways that Black boys are disciplined.

PurposeThe study explored how PSTs perceived a learning design, using a decision simulator, a self-reflection guide and a peer mentoring guide as tools to mediate reflections on approaches to the teacher’s role. The individual characteristics of PSTs were also considered, including role clarity, self-efficacy and affective commitment, as predictors of the learning design’s perceived relevance.Design/methodology/approachInformed by earlier research exploring the teacher’s role, a scenario-based simulation was supported by a tool for self-reflection on the results and a peer mentoring tool for the further development of an individual’s teaching role. Using structural equation modelling, the study assessed the statistical strength of the relationships between relevant factors to explore how a decision simulator and associated research-based tools were perceived by preservice teachers (PSTs).FindingsThe results indicate that regardless of PSTs’ individual characteristics, the decision simulator and associated peer mentoring tools have the potential to enhance learning and reflection. Therefore, the proposed approach can facilitate peer mentoring and enhance PSTs’ learning potential.Originality/valueThe paper explores the use of innovative approaches to mentoring by introducing peer mentoring grounded in experiences using a decision simulator.

Exploring the minute number of male teachers within the classroom is certainly not a new discourse as teaching has increasingly become a feminised profession. Therefore, as male student teachers take on the challenge of becoming teachers, it is imperative that we listen to them as they recount their supervision experiences. These experiences are significantly influenced and impacted by teacher educators and cooperating teachers who are tasked with the responsibility to provide high quality and effective supervision, especially during teaching practicum. Additionally, acknowledging that to attain positive outcomes attached to student teaching experiences, Hunt et al. (2015) have reasoned that teaching practicum is essential in the process of developing quality teachers. Thus, the quality of supervision male student teachers need is heavily dependent on the capacity and expertise of those who supervise them. However, Slick (as cited in Bates & Burbank, 2008) posited that within teacher training programmes and colleges, student teacher supervision is not highly regarded. The purpose, therefore, of this study was to explore, through a phenomenological qualitative nature, the experiences, and perceptions that three final year male student teachers have of the quality and level of supervision they received from college supervisors and cooperating teachers throughout teaching practicum. The insights shared, therefore, provide a reference point to influence the practice and dispositions of college supervisors and cooperating teachers. Additionally, this study provides a premise to conduct additional studies of male student teachers’ experiences and perceptions of teaching practicum and supervision, especially within the Jamaican context.

Text messaging applications manage and support the lack of face-to-face interaction. Considering the lack of studies on rapport management in online group communication, interlocutors in an asymmetrical power relationship may often be uncertain about the strategies and forms of language use to manage rapport. This study addresses WhatsApp communication between Malaysian practicum supervisors and their TESL (Teaching English as a Second Language) trainee teachers and presents an analysis of a total of 479 WhatsApp text messages containing directive speech acts sent by nineteen practicum supervisors to their trainee teachers in their group chats. It examines strategies and lexical downgraders in the practicum supervisors' orders and requests. The findings show that they use direct strategies with a significant number of lexical downgraders to manage rapport. The lexical downgraders in most of the orders could signify an effort to maintain rapport in the group chats. The illocutionary domain of Spencer-Oatey's (2008; 2015) rapport management model is used to highlight the appropriate handling of orders and requests to maintain harmonious relations in the WhatsApp group chats.