Observing the Process of Dialogical Approach with Lesson Study in Cross-Cultural Counseling Knowledge

Year 2020, Volume: 1 Issue: 1, 19 - 24, 15.06.2020

Cindy Asli Pravesti , Aniek Wirastania Elia Mufidah

Abstract

This study aims to provide understanding to students about the competence of cross-cultural counsellors who formed through dialogical learning with learning steps, i.e.; 1) understanding the problem, 2) participating actively in solving the problem, 3) constructive in solving the problem, 4) collaborating on the results of the answers, 5) concluding. Dialectical dialogue Paulo Freire is a dialogical process using problem-solving learning methods in which children are the main actors in the planning, implementation and evaluation of learning. The process of conducting dialogical learning is based on lesson study through (1) planning (plan), (2) implementation (do), (3) reflection (see) which is an effort to improve the quality of learning conducted by a lecturer in collaboration and sustainability by using teamwork. This research was conducted at PGRI Adi Buana University of Surabaya. While the research subjects are student class of 2018 which amounted to 25 people and model lecturer. Overall the results of interaction are well established between lecturers and students if the language used or the sentence spoken by the lecturer is easy for students to understand. Sense to obtain good and effective learning, for lecturers there is no dominance between the two parties, but they complement and complement each other.

Keywords

dialogical, Lesson Study, cross-cultural counselling

References

• Atkinson, D., Morton, G., & Sue, D. (1983). Counseling American minorities. Dubuque, Iowa: William C. Brown.
• Dudley, P. (2013). Teacher learning in Lesson Study: What interaction-level discourse analysis revealed about how teachers utilized imagination, tacit knowledge of teaching and fresh evidence of students learning, to develop practice knowledge and so enhance their students’ learning. Teaching and Teacher Education, 34, 107-121.
• Freire, P., (1984). Education in progress path. (Ahmad Birshak, Trans.) Tehran: Kharazmi Publications.
• Gladding, S.T. (2018). Counseling: A comprehensive profession (8th edition). Boston: Pearson Education.
• Hansen, L.S. (1997). Integrative life planning: Critical tasks for career development and changing life patterns. San Francisco: Jossey Bass Publishers.
• Hogg, A., & Vaughan, GM. 2002. Social psychology (3rd edition). London: Prentice Hall.
• Isoda, M. (2007). Japanese Lesson Study in mathematics, its impact diversity and potential for education development. Singapore: World Scientific Publishing C. Pte. Ptd.
• Knox, L. (1990). Cross-cultural counseling. Queensland Journal of Guidance & Counseling, 4(1), 47-53.
• Kwakman, K. (2003). Factors affecting teachers’ participation in professional learning activities. Teaching and Teacher Education, 19(2), 149-170.
• Lee, C.C. (2013). Multicultural issues in counseling: New approach to diversity (4th edition). Alexandria VA: American Counseling Association.
• Mercer, N., & Littelton, K. (2007). Dialogue and the development of children’s thinking: A sociocultural approach. London: Routledge.
• Murata, A., Hart, L., and Alston, A. (2011). Lesson study research and practice in mathematics education. Newyork: Springer.
• Nwachuku, U., & Ivey, A. (1991). Culture-specific counseling: An alternative model. Journal of Counseling & Development, 70, 106-111.
• Pedersen, P.B. (1991). Multiculturalism as a generic approach to Counseling. Journal of Counseling & Development 70(1), 6-12.
• Pedersen, P.B., Lonner, W.J., Draguns, J.G., Trimble, J.E., & Scharron-del Rio, M.R. (2016). Counseling across culture (7th edition). Thousand Oaks, CA: Sage.
• Perry, R., & Lewis, C. (2009). What is successful adaptation of Lesson Study in the US?. Journal of Educational Change, 10(4), 365-391.
• Pravesti, C.A., Wiyono, B.B., Handarini, D.M., Triyono, & Atmoko, A. (2020). Examining the effects of guidance and counseling services to the self-regulated learning for college students. Journal for the Education of Gifted Young Scientists, 8(1), 33-45.
• Shih, Yi-H. (2018). Rethinking Paulo Freire’s dialogic pedagogy and its implications for teachers’ teaching. Journal of Educational and Learning, 7(4), 230-235.
• Shor, I., & Freire, P. (1987). A pedagogy for liberation: Dialogues on transforming education. South Hadley: Continuum.
• Sue, D.W. (1992). The challenge of multiculturalism. American Counselor, 1, 6-14.
• Sue, D.W., & Sue, D. (2016). Counseling the culturally different: Theory and practice (7th edition). Hoboken, NJ: Wiley.
• Suzuki, Y. (2012). Teachers’ professional discourse in a Japanese Lesson Study. International Journal for Lesson and Learning Studies, 1(3), 216-231.
• Tepylo, D.H., & Moss, J. (2011). Examining change in teacher mathematical knowledge through Lesson Study. In L.C. Hart, A.S. Alston, & A. Murata. Lesson Study Research and Practice in Mathematics Education (pp. 59-77). Netherlands: Springer.
• Vontress, C.E. (2001). Cross-cultural counseling in the 21st century. International Journal for the Advancement of Counseling, 23, 83-97.
• Watts, R.J., Trickett, E.J., & Birman, D. (1994). Conclusion: Convergence and divergence in human diversity. In E. Trickett, R. Watts, & D. Birman, (Eds.), Human diversity: Perspectives on people in context (pp. 452 464). San Francisco: Jossey Bass.
• Warwick, P., Vrikki, M., Vermunt, J.D., Mercer, N., Halem, N.van. (2016). Connecting observations of student and teacher learning: an examination of dialogic processes in Lesson Study discussions in mathematics. ZDM Mathematics Education (at presents), National Curriculum attainment in UK is measured in ‘Levels’.