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dc.contributor.authorVannatta, Rachel
dc.contributor.authorVannatta, Seth
dc.date2021-06-30T22:55:37.000
dc.date.accessioned2021-09-08T14:45:34Z
dc.date.available2021-09-08T14:45:34Z
dc.identifierrepository.wcsu.edu/jcps/vol14/iss2/1
dc.identifier.urihttps://westcollections.wcsu.edu/handle/20.500.12945/1957
dc.description.abstract<p>The literature addressing pedagogy in counselor education is sparse. In this paper, we propose using John Dewey’s philosophy of education to inform pedagogy in counseling programs. More specifically, we describe the pattern of inquiry, issues of mind-body continuity, the role of the teacher and student, the difference between educative and miseducative experiential activities, and problem based learning in the context of counselor education. These concepts are exemplified using a case illustration comparing a professor using a traditional model of teaching and a professor using a model of teaching informed by Dewey.</p>
dc.titlePedagogy in Counselor Education: Insights from John Dewey
dc.title.alternativePedagogy in Counselor Education
wcsu.oldurlhttps://repository.wcsu.edu/jcps/vol14/iss2/1
dc.source.statuspublished
dc.subject.keywordpedagogy
dc.subject.keywordphilosophy of education
dc.subject.keywordcounselor education
wcsu.oldid1454
dc.source.peer_reviewedtrue


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