<p>This study explores students’ preferences for counselor educator (CE) teaching dispositions. Forty-eight counselor education students completed a Q sort and answered post-sort qualitative questions. The study found four types of student preferences: a focus on experiential teaching, a focus on content and affect orientation, a focus on the educator-student relationship, and a focus on developing clinical skills. Also among the findings are a set of items that were unanimously unimportant to the participants: CE engagement in research and gatekeeping. These preferences are situated within the scholarship of teaching and learning and evidence-based practices in counselor education. Practical and research implications are shared.</p>
Kara M. Hurt-Avila, Department of Health and Human Development, Montana State University. Casey A. Barrio Minton, Educational Psychology and Counseling Department, The University of Tennessee, Knoxville. Edward T. Dunbar, Jr., Department of Health and Human Development, Montana State University.
Correspondence concerning this article should be addressed to Kara M. Hurt-Avila, Department of Health and Human Development, Montana State University, Bozeman, MT 59717. Contact: email@example.com