Structure, Impact, and Deficiencies of Beginning Counselor Educators' Doctoral Teaching Preparation

Bibliographic Data

ID3866435
AuthorsPhillip L Waalkes (0000-0002-2956-5078, Division of Counseling and Psychology in Education University of South Dakota, corresponding author), James M Benshoff (Department of Counseling and Educational Development University of North Carolina at Greensboro), Jaimie Stickl (Department of Counseling and Educational Development University of North Carolina at Greensboro), Jaimie Stickl Haugen (0000-0001-5502-7129, University of North Carolina at Greensboro), Paula J Swindle (Department of Counseling and Educational Development University of North Carolina at Greensboro), Lindsey K Umstead (0000-0002-6088-3795, Department of Counseling and Educational Development University of North Carolina at Greensboro)
Year2018
Volume57
Issue1
Pages66-80
Publication date2018-03-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueCounselor Education and Supervision (JOURNAL)
Journal identifiersISSN: 0011-0035 • E-ISSN: 1556-6978
PublisherWiley (PUBLISHER • GB)
DOI10.1002/ceas.12094
OpenAlexW2789817464
LanguageEN
Citations received7
References cited18

The authors utilized the consensual qualitative research method (Hill, Thompson, & Williams, ) to explore beginning counselor educators' (N = 9) experiences of doctoral teaching preparation, including helpful and missing components. Emerging themes included a lack of intentionality in teaching-related program design and a need for stronger preparation in pedagogy and content delivery methods

Content analysis · Counselor education · Graduate students · Higher education · Intentionality · Mathematics education · Medical education · Pedagogy · Qualitative research · Sociology · Teacher education · Teacher Preparation · Teaching method · Collaborative Teaching and Inclusion · Counseling Practices and Supervision · Medicine · Psychology · Reflective Practices in Education

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