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Abstract

Are counselor education doctoral students effectively prepared for their roles as instructors? We, as six counselor educator doctoral students, explored the importance of intentional pedagogical training in this autoethnographic phenomenology. Analysis demonstrated how an instructional theory course, experiential learning, and self-reflection contributed to increased self-efficacy as emerging counselor educators.

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 Liberty University. Correspondence regarding this article can also be addressed directly to: lbohecker@liberty.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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