| dc.contributor.author | Montgomery, Meredith | |
| dc.contributor.author | Tang, Mei | |
| dc.date | 2021-06-30T22:55:35.000 | |
| dc.date.accessioned | 2021-09-08T14:45:24Z | |
| dc.date.available | 2021-09-08T14:45:24Z | |
| dc.identifier | repository.wcsu.edu/jcps/vol14/iss1/6 | |
| dc.identifier.uri | https://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.title | Preparing CACREP-accredited Doctoral Students to Teach | |
| dc.title.alternative | Preparing Doctoral Students to Teach | |
| wcsu.oldurl | https://repository.wcsu.edu/jcps/vol14/iss1/6 | |
| dc.source.status | published | |
| dc.subject.keyword | pedagogy | |
| dc.subject.keyword | doctoral student preparation | |
| dc.subject.keyword | counselor educator training | |
| wcsu.oldid | 1451 | |
| dc.source.peer_reviewed | true | |
