Supporting new teachers through consultee-centered group consultation

Published

Journal Article

New teachers are often unprepared for the emotional, physical, social, and psychological demands of teaching. Traditional staff development models may not be well suited to meet the needs of these teachers. However, school psychologists and counselors are in an excellent position to facilitate the professional and problem-solving skills of new teachers, using Caplan's consultee-centered group consultation model. In this project, 5 beginning elementary school teachers participated in a biweekly consultation group for 8 months. We found that the new teachers' emphasis on "self as teacher" was evident throughout the year and that the consultation groups provided the teachers with a forum for engaging in meaningful professional dialogue with colleagues. The findings presented include an example of the consultative problem-solving process, a content analysis of the problems presented, and the teachers' impressions of the impact of the group. Finally, suggestions are provided for school consultants.

Full Text

Duke Authors

Cited Authors

  • Babinski, LM; Rogers, DL

Published Date

  • January 1, 1998

Published In

Volume / Issue

  • 9 / 4

Start / End Page

  • 285 - 308

International Standard Serial Number (ISSN)

  • 1047-4412

Digital Object Identifier (DOI)

  • 10.1207/s1532768xjepc0904_1

Citation Source

  • Scopus