BACKGROUND Case studies(CS)are relevant for the development of theoretical and practical competencies in psychotherapy.Despite rapid progress in the development of methods and principles for establishing CS in the las...BACKGROUND Case studies(CS)are relevant for the development of theoretical and practical competencies in psychotherapy.Despite rapid progress in the development of methods and principles for establishing CS in the last three decades,research into the aims of CS,especially in training,or how CS are to be conducted is rare.AIM To elucidate the form and methodology of CS,the objectives of CS used in training institutions(TI),and if/how TIs handle therapist allegiance.Also,this preliminary investigation will suggest avenues for further research and attempt to establish certain guidelines.METHODS In order to counteract researcher bias and enlarge the question-pool,a focus group was established.The recorded and transcribed text was analyzed with Mayring’s method of qualitative content analysis,and the generated categories were formulated as questions.The resulting questionnaire with both qualitative and quantitative queries was sent out(after pre-testing)to all 39 Austrian TIs that provide professional psychotherapy training.The answers and text passages received were then also categorized with qualitative content analysis.Data analysis was discussed by a peer group consisting of three psychotherapists trained in differing schools of psychotherapeutic methods.RESULTS 94%of Austrian institutes use CS as part of their psychotherapeutic training.Understanding of the term“case study”is inconsistent and has a wide variety of interpretations.CS serve mainly:(1)For observation of training/progress in therapeutic practice and knowledge/acquisition of the theory specific to each psychotherapeutic school;(2)To improve(self-)reflection capabilities;and(3)To expand theoretical knowledge.Most of the CS written are not accessible for students nor for the research community.More than two thirds of the CS take only the position of the author into account(the client’s position is not described).15.5%of the TIs do not consider researcher or therapist allegiance at all.CONCLUSION A more precise formulation of the term case study is needed in psychotherapeutic training.The training therapists play a key function,as they exemplify and teach how to deal with distorting factors.General guidelines as to how to conduct CS in training institutions would provide more direction to students,increase scientific rigor,and enhance synergistic effects.展开更多
The production-oriented approach （POA） has been developed over a decade. It is driven by the need to improve English classroom instruction for university students in China （Wen, 2016）. It is also motivated by the ...The production-oriented approach （POA） has been developed over a decade. It is driven by the need to improve English classroom instruction for university students in China （Wen, 2016）. It is also motivated by the aspiration to enhance the quality of foreign language education in other similar pedagogical contexts outside China. A volume of research has been done by Wen Qiufang and her research team, to formulate the theory of POA and to test its effectiveness in classroom pedagogy （e.g. Wen, 2016, 2015; Yang, 2015; Zhang, 2015）. At the moment, the POA is still at an early stage of theory building and almost all empirical research is done in the Chinese context. In order to improve the quality of this theory and to make it intelligible to the international academic community, a one-day symposium was held in Beijing Foreign Studies University on May 15, 2017. The symposium was entitled ＇The first international forum on innovative foreign language education in China： Appraisal of the POA＇. In the forum, leading experts in applied linguistics were invited to discuss the strengths and weaknesses of the POA and the directions for its future development. The symposium was the first attempt for the POA research team to discuss its latest work with international scholars. This Viewpoint section collects the responses of four experts who participated in the symposium, listed in alphabetical order. The collection of articles covers three topics related to the POA： its pedagogical application, its use for teacher training, and its research. Alister Cumming is Professor Emeritus and the former Head of the Centre for Educational Research on Languages and Literacies, University of Toronto, Canada. His article focuses primarily on POA research as an exemplary case of design-based research. Rod Ellis is Research Professor in the School of Education at Curtin University, Australia. He discusses POA in terms of pedagogy, teacher training and research, with both critiques and constructive suggestions. Paul Kei Matsuda is Professor of English and Director of Second Language Writing at Arizona State University, the writed states. He responds to POA from the perspective of an expert researcher and teacher of L2 writing. Charlene Polio is Professor and Associate Chair in the Department of Linguistics ＆ Germanic, Slavic, Asian ＆ African Languages atMichigan State University, the writed states. She conceptualises POA as a useful method to address some issues in pre-service teacher development. Overall, the articles in this section are insightful and reader-friendly. They are not only useful for the development of POA in particular, but may also be valuable to a broad range of researchers as they touch upon pertaining issues, as well as emerging topics, in the field of applied linguistics. We therefore find it necessary to make them accessible to a wide readership.展开更多
文摘BACKGROUND Case studies(CS)are relevant for the development of theoretical and practical competencies in psychotherapy.Despite rapid progress in the development of methods and principles for establishing CS in the last three decades,research into the aims of CS,especially in training,or how CS are to be conducted is rare.AIM To elucidate the form and methodology of CS,the objectives of CS used in training institutions(TI),and if/how TIs handle therapist allegiance.Also,this preliminary investigation will suggest avenues for further research and attempt to establish certain guidelines.METHODS In order to counteract researcher bias and enlarge the question-pool,a focus group was established.The recorded and transcribed text was analyzed with Mayring’s method of qualitative content analysis,and the generated categories were formulated as questions.The resulting questionnaire with both qualitative and quantitative queries was sent out(after pre-testing)to all 39 Austrian TIs that provide professional psychotherapy training.The answers and text passages received were then also categorized with qualitative content analysis.Data analysis was discussed by a peer group consisting of three psychotherapists trained in differing schools of psychotherapeutic methods.RESULTS 94%of Austrian institutes use CS as part of their psychotherapeutic training.Understanding of the term“case study”is inconsistent and has a wide variety of interpretations.CS serve mainly:(1)For observation of training/progress in therapeutic practice and knowledge/acquisition of the theory specific to each psychotherapeutic school;(2)To improve(self-)reflection capabilities;and(3)To expand theoretical knowledge.Most of the CS written are not accessible for students nor for the research community.More than two thirds of the CS take only the position of the author into account(the client’s position is not described).15.5%of the TIs do not consider researcher or therapist allegiance at all.CONCLUSION A more precise formulation of the term case study is needed in psychotherapeutic training.The training therapists play a key function,as they exemplify and teach how to deal with distorting factors.General guidelines as to how to conduct CS in training institutions would provide more direction to students,increase scientific rigor,and enhance synergistic effects.
文摘The production-oriented approach （POA） has been developed over a decade. It is driven by the need to improve English classroom instruction for university students in China （Wen, 2016）. It is also motivated by the aspiration to enhance the quality of foreign language education in other similar pedagogical contexts outside China. A volume of research has been done by Wen Qiufang and her research team, to formulate the theory of POA and to test its effectiveness in classroom pedagogy （e.g. Wen, 2016, 2015; Yang, 2015; Zhang, 2015）. At the moment, the POA is still at an early stage of theory building and almost all empirical research is done in the Chinese context. In order to improve the quality of this theory and to make it intelligible to the international academic community, a one-day symposium was held in Beijing Foreign Studies University on May 15, 2017. The symposium was entitled ＇The first international forum on innovative foreign language education in China： Appraisal of the POA＇. In the forum, leading experts in applied linguistics were invited to discuss the strengths and weaknesses of the POA and the directions for its future development. The symposium was the first attempt for the POA research team to discuss its latest work with international scholars. This Viewpoint section collects the responses of four experts who participated in the symposium, listed in alphabetical order. The collection of articles covers three topics related to the POA： its pedagogical application, its use for teacher training, and its research. Alister Cumming is Professor Emeritus and the former Head of the Centre for Educational Research on Languages and Literacies, University of Toronto, Canada. His article focuses primarily on POA research as an exemplary case of design-based research. Rod Ellis is Research Professor in the School of Education at Curtin University, Australia. He discusses POA in terms of pedagogy, teacher training and research, with both critiques and constructive suggestions. Paul Kei Matsuda is Professor of English and Director of Second Language Writing at Arizona State University, the writed states. He responds to POA from the perspective of an expert researcher and teacher of L2 writing. Charlene Polio is Professor and Associate Chair in the Department of Linguistics ＆ Germanic, Slavic, Asian ＆ African Languages atMichigan State University, the writed states. She conceptualises POA as a useful method to address some issues in pre-service teacher development. Overall, the articles in this section are insightful and reader-friendly. They are not only useful for the development of POA in particular, but may also be valuable to a broad range of researchers as they touch upon pertaining issues, as well as emerging topics, in the field of applied linguistics. We therefore find it necessary to make them accessible to a wide readership.
