Indicators of professional competencies in research of Guidance and Counseling Teachers (original) (raw)
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Analysis Study of Guidance and Counseling Teachers Competency
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The purpose of this study was to conduct an analysis of teacher competency guidance and counseling, with a case study in the city of Bengkulu. The methods used are developing study instruments for teacher competency analysis of guidance and counselling, develop scoring techniques and calculations and collecting data and processing the results into teacher competency maps for guidance and counseling. The conclusions of this study was that guidance and counseling teachers still lack in pedagogical competencies and for personality competencies, social competence and professional competence were at an adequate level. This can be a recommendation to develop the teacher's guidance and counseling skills both in the short and long term so that it will improve the quality of guidance and counseling teachers. For the guidance and counseling study program, it can hold scientific activities aimed at improving the guidance and counseling teacher qualifications such as conducting training. Workshops and mentoring for guidance and counseling teachers. Collaborating with the education office to evaluate and supervise the performance of teacher guidance and counseling.
New Directions in the Evaluation of Counselor's Professional Competence
1977
eased on a sound conceptdal, integrative arid-; systematic framework, the present study examines the competencies counselors value and' their perceived performance on each of the' competencies. Specifically, the objectives of this study vere.(1) to develop a comprehensive set of counselor ccmpeteicies; (2) to identify'the competencies-for which there 4s a high level of consensus .of importance among counselors; (3) to determine the competencies for which there is a high level of consensus in 'terms of perceived competence; and (4) to study systematically the, effects of variables such as:_status, acadeitio degree, years of pagessionar experience, and theoretical orientation on the perceive import4nce and performance on each of the coapetenciet. In generalo'results; :-_indicated that counselorslime,most-iMpbrtanbe to self awareness,, personal characteristics, basic interpersonal Skills and societal. awareness..Their perception of their competence follows the. sane patterns.' Results mere discussed in terms of.their iiplications for; counseloNtraining and current professional practices.
Professional Competence of School Counselor in Providing Guidance and Counseling Service at School
Proceedings of the International Conference on Educational Management and Technology (ICEMT 2022), 2023
School counselors play an essential role in helping students to cope with several challenges and problems in daily life, especially in the educational aspect, such as academic performance and interest in learning, followed by social and interpersonal factors. As a school counselor, it is necessary to fulfill professional competence to facilitate the needs of the students at school. School counselors must also equip themselves with knowledge and skills to give their best service in helping the students. Thus, the school must continually follow and abide by the standardized protocols and regulations to guard the professional competence of a school counselor. The role of the school leaders and the school management is to supervise, monitor, and evaluate guidance and counseling programs led by the school counselor at school.
2018
INTRODUCTION The Indonesian Laws No. 14 Year 2005 on Teachers and Lecturers has been increasingly strengthening the state recognition to teacher as a professional work. It is stated that teachers are professional educators, and their main task is to educate, teach, guide, direct, train, assess, and to evaluate learners. The implication of this Law is, teachers are required to hold qualification and level of competences that are equivalent with the professional standard available. A good teacher is an important factor to improve the successful opportunities to all students (McArdle, 2010). School counselor is one kind of educator in school. They are also required to master the competences according to professional standard of counselor. In the Regulation issued by the (Diterima: 10-Juli-2018; direvisi: 02-September-2018; dipublikasikan: 29-Desember-2018) 146 | Jurnal Psikologi Pendidikan & Konseling Vol. 4 No. 2 Desember 2018 Minister of National Education No. 27/ 2008 on Standard of...
REOP - Revista Española de Orientación y Psicopedagogía, 2015
Introduction: The current model of indirect intervention about educational guidance, based on collaborative consultation and theoretically grounded in the principles of prevention, intervention and social development, is an unquestionable quality factor in education systems. Method: The aim of this study is to understand the degree of importance that attitudinal competences hold for an effective performance by school counselors in Education Schools of Galicia. In order to measure attitudinal competences it was used the questionnaire Analysis of professional competences of school counselors. Results: The results of the investigation confirm that counselors consider attitudinal competences very important (69.1%), those with the highest rating (percentages over 75%) are those referring to "knowing how to act" (participative dimension) in contrast to a worse assessment (percentages under 55%) of those referring to "knowing how to be" (personal dimension). Principal components analysis followed by varimax rotation indicated two factors jointly
Near East University Online Journal of Education
In such an age in which social change is speedy, it is needed that individuals have both informed, equipped. Also their problem solving skills should be improved. However realization of themselves with the individual problems that people are facing is not a subject of teaching. These problems are action field of psychological and school counselor. Despite of our country’s 50 years past, PDR (Psychological Counseling and Guiding) is still seen as a new field of service in our system of education. In this field of service, role that is expected from the workers hasn’t reached a consensus (Kuzgun, 2000). Not being identified the role of psychological and school counselors in schools exactly, with regard to the region in which school counselors work, type of school to the school principal ends up with a change in the expectations. In addition this situation turns out to be conflict in school. In this research, the absence of information, the determination of different manners and imple...
Resultado de la supervisión de la educación profesional de los consejeros escolares en formación
Ciencias psicológicas/Ciencias psicológicas, 2024
Professionalization efforts for school counselors through professional education, which are strengthened by supervision during the educational process, aim to improve their clinical and multicultural competence, which is essential in providing guidance and counseling services in schools. Using a quantitative approach and the Supervision Outcome Scale analyzed using the Rasch model, this study examined supervision conducted by university and field supervisors of internship counselors. The results showed that supervision outcomes were in the moderate category in competency development. However, a closer look revealed variations in the level of difficulty of item agreement based on supervisors' perspectives. The study also highlighted challenges in achieving maximum supervision outcomes, including limited internship time. While this study provides important insights into supervision outcomes, limitations such as using a quantitative approach may only partially capture the complexity of the supervision process. Recommendations for future research include using qualitative methods, exploring other factors that reveal supervision outcomes, and researching the impact of internship duration on counselor competency development.
Competencies in Assessment and Evaluation for School Counselors
This chapter presents eight competencies approved by the American School Counselor Association and the Association for Assessment in Counseling that provide the knowledge and skills school counselors need in the areas of assessment and evaluation. Because effectiveness in assessment and evaluation is critical to effective counseling, these competencies are important for school counselor education and practice. Although consistent with existing Council for Accreditation of Counseling and Related Educational Programs (CACREP) and National Association of State Directors of Teacher Education and Certification (NASDTEC) standards, they focus on competencies of individual counselors rather than content of counselor education programs. Counselor and assessment educators can use them as a guide in the development and evaluation of school counselor preparation programs, workshops, or other continuing education programs. They may also be used by school counselors to evaluate their own profess...
2017
The success of the program of guidance and counseling services in schools is determined, one of them, by how the counselor to analyze the program services provided through the evaluation results. Therefore, the performance of school counselors in evaluation is indispensable as foundation to assist, develop, and evaluate professional performance. This literature review discussed mostly about ADEPT model (assisting, developing, and evaluating professional teaching) related to evaluation performance of school counselors. From these review, counselor performance evaluation models consists of seven dimensions of job counselors, such as: (1) PD 1: long-range planning, (2) PD 2: short-range planning, (3) PD 3: development and use of assessments, (4) PD 4: providing guidance and counseling services, (5) PD 5: providing consultation services, (6) PD 6: coordinating guidance and counseling services, (7) PD 7: fulfilling professional responsibilities. Through ADEPT, counselors have knowledge a...
Basic Skill of Counseling Modules to Increase Competence in Professional School Counsellor
KnE Social Sciences, 2019
The purpose of this study is result module basic counselling skills that can be used by teachers guidance and counselling for process individual counselling services within solve students' problems and to avoid malpractice counselling as well as improving the professional competence of guidance and counselling teachers. Researchers would like to examine the professional competence of the counsellor in terms of basic counselling skills (understanding and application of counselling theories and techniques) by guidance and counselling teachers, in helping to eradicate student problems through individual counselling services. This research is done by using research and development method. In addition to revealing the degree of mastery of theory and counselling techniques by guidance and counselling teachers, the accuracy of choice theory and counselling techniques, as well as the ability to use theory and techniques in individual counselling processes. Research location in SHS State of Metro city. Subjects in this study were all teachers of guidance and counselling which is in Metro City State Senior High School.