Little Steps at Improving Preschool Teachers Practices through Counseling Skills in Qatar

Autor/inn/en	Al-Thani, Aisha; Nasser, Ramzi
Titel	Little Steps at Improving Preschool Teachers Practices through Counseling Skills in Qatar
Quelle	In: International Education Studies, 5 (2012) 5, S.163-172 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1913-9020
Schlagwörter	Foreign Countries; Preschool Teachers; Teacher Improvement; Counseling Techniques; Skill Development; Intervention; Questionnaires; Interviews; Educational Practices; Program Effectiveness; Program Evaluation; Faculty Development; Likert Scales; Teacher Workshops; Pretests Posttests; Teacher Effectiveness; Classroom Environment; Case Studies; Observation; Qatar + Suchen Sie Ihr Suchwort? Ausland; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Counseling technique; Counselling technique; Counselling techniques; Beratungsmethode; Kompetenzentwicklung; Qualifikationsentwicklung; Fragebogen; Interviewing; Interviewtechnik; Bildungspraxis; Programme evaluation; Programmevaluation; Likert-Skala; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Klassenklima; Unterrichtsklima; Case study; Fallstudie; Case Study; Beobachtung; Katar
Abstract	The study focused on the effects of basic counseling skills program, such as listening, understanding, respecting, and empathizing, to elementary school teachers in Qatar. Through a three-hour intervention program, the authors used a self-reported questionnaire, interview questions and classroom observations to examine changes in how preschool teachers' dealt with students' in the classroom. Our findings suggest basic counseling skills had an impact on teachers as it encouraged them to understand terms such as "counseling," which basic counseling skills had allowed teachers to improve the quality of students-teacher relationships and their relationships with others. Teachers became aware of their practices as reflective practitioners to improve their practice. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, ON M3J 3H7, Canada. Tel: 416-642-2606 Ext 206; Fax: 416-642-2608; e-mail: ies@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/es
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01