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Abstract

There is minimal literature related to understanding what training factors contribute to the development of qualified counselor educators. Specifically, we wondered if counselor education doctoral students are effectively prepared for their roles as instructors. We chose an autoethnographic phenomenology method as a means for exploring the experiences of doctoral students’ pedagogical development in a doctoral instructional theory course. We sought to understand the essence of our experience through written reflection, photography, and group reflective processes. Analysis revealed the value we all obtained through the instructional theory course, experiential learning, and self-reflection, which contributed to increased self-efficacy as emerging counselor educators. The essence of our experience is described through seven descriptive themes—delineated as methods of coping and reinforcing. The results demonstrate the benefit of including an explicit pedagogical course in counselor education curriculums.

Keywords

Pedagogy, Doctoral Students, Autoethnography, Counselor Education

Author Bio(s)

Dr. Anna Elliott is a counselor educator at Montana State University-Bozeman. Correspondence regarding this article can be addressed directly to: anna.elliott@montana.edu.

Dr. Beronica M. Salazar is a counselor educator at George Fox University. Correspondence regarding this article can also be addressed directly to: contact@beronicasalazar.com.

Dr. Brittany L. Dennis is a counselor educator at Emporia State University. Correspondence regarding this article can also be addressed directly to: bdennis2@emporia.edu.

Dr. Lynn Bohecker is a counselor educator at Messiah College. Correspondence regarding this article can also be addressed directly to: lbohecker@messiah.edu.

Dr. Tiffany Nielson is a counselor educator at University of Illinois at Springfield. Correspondence regarding this article can also be addressed directly to: tniel3@uis.edu.

Dr. Kirsten LaMantia is a counselor educator at Southeast Missouri State University. Correspondence regarding this article can also be addressed directly to: klamantia@semo.edu.

Dr. David Kleist is a counselor educator at Idaho State University. Correspondence regarding this article can also be addressed directly to: kleidavi@isu.edu.

Acknowledgements

The authors would like to acknowledge the leadership, guidance, and support of Dr. David Kleist.

Publication Date

4-1-2019

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.

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