Differences in Perception of Classroom Teaching Experience for School Counselor Certification Requirements in Montana.

Autor/inn/en	Nowlin, James; Yazak, Daniel L.
Titel	Differences in Perception of Classroom Teaching Experience for School Counselor Certification Requirements in Montana.
Quelle	(1995), (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Counselor Certification; Counselor Characteristics; Counselor Qualifications; Counselor Training; Elementary Secondary Education; School Counseling; School Counselors; School Personnel; Teaching Experience; Montana + Suchen Sie Ihr Suchwort? School counselling; Pädagogische Beratung; School counselor; Beratungslehrer; Pädagogischer Berater; Schulpersonal
Abstract	Counselor educators and practitioners have debated the necessity of classroom teaching prior to becoming a school counselor. This research seeks to add to the discussion by presenting the perspective of practicing school counselors and administrators in Montana. Additionally, the study was conducted following a Montana Office of Public Instruction decision not to require classroom experience for purposes of school counselor certification. Administrators and counselors were asked to rank their opinions as to whether or not classroom teaching was necessary, and, if so, how many years of teaching would be optimum. Results indicate that practicing school counselors are equally divided on the optimum teaching background required to become a school counselor: either 1-3 years or 4-7 years. School administrators reported that the ideal teaching background would be 4-7 years. The that the ideal teaching background would be four to seven years. The research suggests that longitudinal information is needed, thus necessitating additional information for documenting trends. Two tables present data. Contains 34 references. (Author/TS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC