期刊名称：The Journal for Counselor Preparation and Supervision
印刷版ISSN：2164-3288
出版年度：2021
卷号：14
期号：1
页码：6-35
出版社：Western Connecticut State University
摘要：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.
关键词：pedagogy; doctoral student preparation; counselor educator training
