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.
pedagogy, doctoral students, autoethnography, counselor education
The authors would like to acknowledge the leadership, guidance, and support of Dr. David Kleist.
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Recommended APA Citation
Elliott, A., Salazar, B. M., Dennis, B. L., Bohecker, L., Nielson, T., LaMantia, K., & Kleist, D. M. (2019). Pedagogical Perspectives on Counselor Education: An Autoethnographic Experience of Doctoral Student Development. The Qualitative Report, 24(4), 648-666. Retrieved from https://nsuworks.nova.edu/tqr/vol24/iss4/2