Pedagogical Perspectives on Counselor Education: An Autoethnographic Experience of Doctoral Student Development

Anna Elliott,Brittany Dennis,Tiffany Nielson,Lynn Bohecker,David Kleist,Beronica Salazar,Kirsten Lamantia

doi:10.46743/2160-3715/2019.3714

Abstract

There is minimal literature related to understanding what training factors contribute to the development of qualified counselor educators. Specifically, we wondered if counselor education doctoral students are effectively prepared for their roles as instructors. We chose an autoethnographic phenomenology method as a means for exploring the experiences of doctoral students’ pedagogical development in a doctoral instructional theory course. We sought to understand the essence of our experience through written reflection, photography, and group reflective processes. Analysis revealed the value we all obtained through the instructional theory course, experiential learning, and self-reflection, which contributed to increased self-efficacy as emerging counselor educators. The essence of our experience is described through seven descriptive themes—delineated as methods of coping and reinforcing. The results demonstrate the benefit of including an explicit pedagogical course in counselor education curriculums.

Highlights

There is minimal literature related to understanding what training factors contribute to the development of qualified counselor educators
Regardless, it is implied that the training includes teaching doctoral students how to teach with the inclusion of developing one’s own pedagogy and how that instructional theory is implemented in the classroom
The 2016 CACREP standards explicitly state the importance of counselor education doctoral students developing a professional identity related to teaching practices and responsibilities (CACREP, 2016, 6.B.3)

Summary

Introduction

There is minimal literature related to understanding what training factors contribute to the development of qualified counselor educators. We wanted to explore the professional development of counselor education doctoral trainees engaging in a course on pedagogy. This line of inquiry aligns with a call by accreditation standards for an evaluation of pedagogy in counselor education (Barrio Minton, Wachter Morris, & Yaites, 2014; Council of Accreditation of Counseling and Related Educational Programs [CACREP], 2016). The 2016 CACREP standards explicitly state the importance of counselor education doctoral students developing a professional identity related to teaching practices and responsibilities (CACREP, 2016, 6.B.3). This expectation includes the requirement to partake in learning experiences focused on instructional theory and methods relevant to counselor education. “There is a need for rigor in teaching about teaching”

Objectives

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Conclusion