ERIC Number: ED375126
Record Type: RIE
Publication Date: 1994-Apr
The Role of Goals and Belief Systems in the Acquisition of Ill-Defined Professional Skills: A Case Study.
This case study contributes to the debate about professional education and the nature of complex interpersonal skills. Preservice training programs make certain assumptions about how students acquire practical knowledge and consequently about how such knowledge is best taught. Students form their own beliefs, which in turn exercise considerable influence over the way they learn. Learning professional skills is thus not merely a cognitive act but involves the whole person--a matter of attitude as well as intellect. The current research focused on school-psychological interviewing and consultation skills. Graduate students learned to collect relevant information from parents and teachers about the academic or behavior problems of a pupil in a sensitive and empathetic manner. Although the specific qualities which constitute the expert interviewer are still under discussion, it is clear that more than technical know-how is involved. The study, therefore, tried to identify what students considered the most important aspects of interviewing, and how they described their attempts at becoming proficient in these. It became evident in the course of this research that students were learning much more than interviewing skills, that indeed they were constructing their professional and personal identity as part of the process. (Contains 22 references.) (Author/LL)
Publication Type: Speeches/Meeting Papers; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 4-8, 1994).