ABSTRACT This paper deals with the potentials and limitations of group encounters in academic teacher training. The major research question is whether person-centered encounter groups should get their space within teacher education and if so, which factors need to be taken into account to maximize students’ whole-person learning through encounter. The author’s – my – finding after more than a decade’s research is that encounter groups – even when lasting a few hours only – tend to leave valuable impressions and growth-motivation on the vast majority of students. Moreover, the atmosphere in class becomes more open and direct, more genuine and more constructive. It proved helpful to introduce students to this distinct experience as this is, for most of them, an unprecedented experience in their academic life. Moreover, a student-centered course that includes encounter group phases appears to benefit from a highly flexible structure, from regular personal online reactions shared with the whole course-community, and from including work in small groups too. For the latter, students tend to appreciate the Open Case setting which is intended to support ‘case providers’ in finding their path toward tackling specific challenges that they volunteer to share in a person-centered atmosphere.

中文翻译：

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促进交流学术课程中的相遇

摘要 本文讨论了学术教师培训中团体接触的潜力和局限性。主要的研究问题是，以人为本的遭遇群体是否应该在教师教育中占有一席之地，如果是，需要考虑哪些因素，以最大限度地提高学生通过遭遇的全人学习。作者——我——经过十多年的研究后发现，遭遇小组——即使只持续几个小时——往往会给绝大多数学生留下宝贵的印象和成长动力。此外，课堂气氛变得更加开放和直接，更加真实和更具建设性。事实证明，向学生介绍这种独特的经历是有帮助的，因为对他们中的大多数人来说，这是他们学术生活中前所未有的经历。而且，包括遭遇小组阶段的以学生为中心的课程似乎受益于高度灵活的结构，与整个课程社区共享的定期个人在线反应，以及包括小组工作。对于后者，学生倾向于欣赏开放案例设置，该设置旨在支持“案例提供者”找到解决他们自愿在以人为本的氛围中分享的特定挑战的道路。