ABSTRACT

Our increasingly diverse society has resulted in concomitant pressure on teacher education programs to prepare graduates to work with PK-12 students who may differ from them on important sociocultural dimensions such as race and ethnicity. The purpose of this article is to advance the use of a conceptual model, the solution-focused consultee-centered model of consultation. This model has been used by a school psychologist with teacher education faculty to dismantle white privilege in primarily white students who will teach students of color in urban, low-income settings. This article describes the consultation model, addresses the factors that impinge upon the functioning of consultants and consultees from entry to termination, explicates facilitating factors and barriers to success, and concludes with a case scenario that highlights applications of the model in one teacher education program.

摘要

我们日益多样化的社会给教师教育计划带来了相应的压力，要求他们为毕业生做好与PK-12学生合作的准备，这些学生可能在种族和种族等重要的社会文化方面与他们不同。本文的目的是促进概念模型的使用，即以解决方案为中心的以咨询者为中心的咨询模型。一位教师教育学院的学校心理学家已使用此模型来消除主要是白人学生的白人特权，这些白人将在城市低收入环境中教有色学生。本文介绍了咨询模型，解决了从入职到终止影响咨询顾问和被咨询人功能的因素，阐明了促进成功的因素和障碍，