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dc.contributor.authorMontgomery, Meredith
dc.contributor.authorTang, Mei
dc.date2021-06-30T22:55:35.000
dc.date.accessioned2021-09-08T14:45:24Z
dc.date.available2021-09-08T14:45:24Z
dc.identifierrepository.wcsu.edu/jcps/vol14/iss1/6
dc.identifier.urihttps://westcollections.wcsu.edu/handle/20.500.12945/1954
dc.description.abstract<p>Counselor education literature addresses training of future counselors although little is known about the preparation of doctoral students as teachers. This qualitative thematic analysis utilizes a Social Cognitive Theory (SCT) theoretical framework and a Contextualism philosophical framework to answer the question: How are doctoral students in CACREP-accredited doctoral programs prepared to teach? Faculty (n=6) and students (n=10) from ten CACREP-accredited Counselor Education and Supervision (CES) programs across the United States participated. A narrative description of the process of preparing doctoral students to teach is based on three identified themes: relationship, pedagogy, and effort. Implications include a need for stewardship of the faculty-student relationship, greater transparency during the training process, and consistency in student preparation. Recommendations for future research are provided.</p>
dc.titlePreparing CACREP-accredited Doctoral Students to Teach
dc.title.alternativePreparing Doctoral Students to Teach
wcsu.oldurlhttps://repository.wcsu.edu/jcps/vol14/iss1/6
dc.source.statuspublished
dc.subject.keywordpedagogy
dc.subject.keyworddoctoral student preparation
dc.subject.keywordcounselor educator training
wcsu.oldid1451
dc.source.peer_reviewedtrue


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