Support services in the form of school counseling and social work are lacking in the numbers of personnel needed to facilitate student access to such services. If school is the microcosm of society and therefore reflects the wider national community, then the national school programme priority should be needs awareness and mental health over academic achievement. The hidden agenda has overtaken schools especially those that are considered marginalized or forgotten in the context of budgetary spending. Students in these settings use the tenets of the hidden curriculum to enforce rules that oppose authority and which alter the school ethos and encourages, instead a milieu of defiance, graffiti and general deviance. School programmes should be restructured to make social work and counseling mandatory specialized components at the certificate, diploma and graduate levels. In this way personnel for such services will increase as would educators salaries and school reform may really take root.
Whilst I recognise the importance of social work and counselling in supporting student development, I do not think that it should be included in teacher certification. Teaching, counselling and social work, whilst all involving the development of children, are different domains requiring different skill sets. What good teachers should possess is theoretical knowledge of student development such that they can refer students to additional support if it is necessary.
Yes, I think so, along with Special Needs Education. The greater the skill set the more aware the graduate can be. It would be very useful in an Irish Context.
Whilst I recognise the importance of social work and counselling in supporting student development, I do not think that it should be included in teacher certification. Teaching, counselling and social work, whilst all involving the development of children, are different domains requiring different skill sets. What good teachers should possess is theoretical knowledge of student development such that they can refer students to additional support if it is necessary.
I fully agree with Kevin - although these overlap, they are different fields & should receive budgetary funding relative to required need.
Absolutely, particularly in certain environments - most of Africa, parts of Asia and South America, and areas of disadvantage in North America. There is a proposition in the international community that where socio-economic systems are debased, schooling for children and young adults should be provided not just by teachers, but by a combination of teachers, social workers and health monitors. This certainly makes sense in a time of HIV and Aids: traditional 'schools' have proved to be utterly unprepared for dealing with orphaning, disintegration of family structures, traditions and values, malnutrition and disease. As an consultant on the impact of HIV on education systems, I would strongly advocate a swift qualitative change in teacher development programmes, and the concept of what constitutes a school. That has not happened in the 35 years HIV has topped the international education agenda. There is no time to waste.
I believe that the implicit conditions are diverse and, therefore, depending on the context, it must be decided. The utility of such investment in terms of long-term performance must be taken into account. There are experiences that demonstrate the intimate connection that exists between the preparation processes, the state of utility of knowledge, the performance and the health of the professional.
Chapter FUNDAMENTALS OF THE PREPARATION FOR THE SELF-CARE OF TEACHERS 'HEALTH
Of-course, Kind teachers have important role in the development of good nation
Teachers have a great role in preparing a promising foundation for leading learners to a brighter future. Knowing is certainly one of the essential components in teachers' professional development. Therefore. adding counseling and specialized teacher training domains to professional development curriculum may have a great bearing on the way teachers do their jobs. In particular, counselling techniques can help teachers to control and eliminate their demotivational practices by establishing a warm , friendly atmosphere in the class acting as a facilitator.
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