Literaturnachweis - Detailanzeige
| Autor/inn/en | Soni, Anita; Fong, Haley; Janda, Tara |
|---|---|
| Titel | An Exploration of Two Supervisors' Engagement in a Transcultural Supervision Exercise to Support Culturally Responsive Supervision with Trainee Educational Psychologists (TEPs) |
| Quelle | In: Educational Psychology in Practice, 38 (2022) 2, S.194-213 (20 Seiten)Infoseite zur Zeitschrift
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| Zusatzinformation | ORCID (Soni, Anita) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0266-7363 |
| DOI | 10.1080/02667363.2022.2059450 |
| Schlagwörter | Supervisors; Cultural Awareness; Power Structure; Educational Psychology; Psychologists; Supervisor Supervisee Relationship; Supervision; Learning Activities |
| Abstract | The paper explores the impact of an exercise used to promote culturally sensitive supervision on supervisors. It begins with an overview of the role of power dynamics and cultural awareness within supervision. Two supervisors' experiences of engaging in a transcultural supervision activity with their respective supervisees, trainee educational psychologists (TEPs), are then analysed using Interpretative Phenomenological Analysis (IPA). The two supervisors found engaging in the transcultural supervision exercise initially led to feelings of apprehension but overall was a positive experience. It had a constructive impact on the supervisory relationship; increasing the supervisors' feelings of connection, developing a trusting relationship, and presenting an opportunity to share and understand each other's values. It also promoted an ethnorelative way of working, increased supervisors' cultural awareness, attended to power disparities within supervision, widened perspective taking, and had potential impact on wider practice. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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