On the Association between Academic Studies and Professional Training – The Case of School Counseling Do Academic Studies Train School Counselors for Their Work, as Perceived by Them Retrospectively?
Bibliographic record
Abstract
In the current study we sought to examine how school counselors in Israel, who work in profession for several years, evaluate the association between academic studies and the professional training they received during their Maters’s degree in school counseling. Fifteen school counselors were interviewed regarding their Academic courses, Practical training, enjoyment of one’s studies, what is missing in the training process and their experience of entering the role after the academic studies. Retrospectively, the research findings showed that the academic program was not compatible with practical training for the counselor’s actual work, as perceived by the school counselors. The results also showed that many changes must be made in Master’s degree programs to better train school counselors for their job. The findings of the current study reinforce the inconsistent and vague definition of the school counselor’s job and accentuate the many years of academic training that is not adapted to the school counselor’s role.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".