Beginning counselor educators' experiences of growth and challenges in teaching

Datos Bibliográficos

ID4932773
AutoresPhillip L Waalkes (0000-0002-2956-5078, Department of Education Sciences and Professional Programs University of Missouri‐St. Louis St. Louis Missouri USA, autor de correspondencia), Daniel P Hall (0000-0003-4237-4214, College of Education, Leadership Studies, & Counseling University of Lynchburg, Lynchburg Virginia USA), Jaimie Stickl Haugen (0000-0001-5502-7129, School of Education St. Bonaventure University St Bonaventure New York USA), Paula J Swindle (School of Counseling & Human/Community Service Office Lenoir‐Rhyne University Hickory North Carolina USA), Jiaying J Meyer (Department of Education Sciences and Professional Programs University of Missouri‐St. Louis St. Louis Missouri USA)
Año2022
Volumen61
Número2
Páginas86-98
Fecha de publicación2022-06-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaCounselor Education and Supervision (JOURNAL)
Identificadores de la revistaISSN: 0011-0035 • E-ISSN: 1556-6978
EditorialWiley (PUBLISHER • GB)
DOI10.1002/ceas.12227
OpenAlexW4205731121
IdiomaEN
Citas recibidas2
Referencias citadas16

In our consensual qualitative research investigation of teaching development, beginning counselor educators' (N = 13) grew in transitioning from teacher-centeredness to student-centered learning approaches, as well as in student engagement, adaptation to student needs, and confidence. They felt challenged by setting boundaries with students and managing time

Adaptation (eye) · Counselor education · Higher education · Medical education · Pedagogy · Qualitative research · Sociology · Student engagement · Counseling Practices and Supervision · Educational and Psychological Assessments · Medicine · Psychology · Reflective Practices in Education