A Model for Collaborative Teaching Teams in Counselor Education

Abstract

Teaching's importance has increased for faculty members and is reflected in the selection criteria for new faculty, particularly those in counselor education. Thus, graduate programs need to provide students with opportunities to obtain teaching experience and enhance their pedagogical training. The collaborative teaching teams model is intended to assist counselor educators in preparing doctoral‐level counseling students for careers in academia. Recommendations for model implementation are provided and specific examples are presented to demonstrate the use of this model in a counselor education and supervision doctoral program accredited by the Council for Accreditation of Counseling and Related Educational Programs.

Perceptions of Doctoral Level Teaching Preparation in Counselor Education

“…feedback about teaching, reflecting on that feedback, and having discussions with faculty and other students about teaching issues were highlighted in the responses to this survey. Findings suggested a need to create structured approaches for teacher training, and are consistent with the description of a teaching collaborative model presented by Orr et al (2008). Orr et al"s model of a teaching collaborative, which involves the concepts mentioned above could be beneficial in training doctoral students to teach; and this teaching collaborative is very similar to the regimented way in which counselor education programs train students to be counselors.…”

Journal of Counselor Preparation and Supervision Volume 1, Number 2

“…For example, being a participant in a teaching practicum was given a mean rating of 5.56, which indicates that this was rated as highly effective. That rating also provides support for more experiential training of teachers, and is consistent with Orr et al (2008) who observed that after participating in a supervised teaching practicum, students reported having greater depth of knowledge about the counseling curriculum, understanding how to develop a course and implement it from start to finish, and developing a greater awareness of the role of a teacher in the counseling classroom. Sharing of resources with faculty had a mean effectiveness rating of 4.06, teaching under supervision had a mean rating of 5.60 (also suggested by Austin, 2002a;2002b and Orr et al), having discussions with faculty about teaching philosophy had a mean rating of 4.76, and having discussions with faculty about why instructional decisions are made in courses had a mean rating of 4.81.…”

“…Many responses indicated the desire to be mentored into the role of teacher by experienced faculty. This information supports the ideas of Anderson and Shannon (1988) who wrote that the purpose of a mentor is to integrate a new person into a professional role that is already held by the mentor and Orr et al (2008) who suggest that faculty supervisors of students in teaching take a mentoring role in helping doctoral students transition from learner to leader in the classroom. Examples of responses were "more mentoring into the role of faculty member", "better mentoring" and "Mentorship by faculty in the areas of teaching, research and service...to learn about the different types involved and the expectations for tenure".…”

“…It is important to note that the nature of these teaching practica may vary, given that the term teaching practicum may have been defined differently by participants. All of the activities mentioned above that were given high effectiveness ratings are activities that could be included as part of a teaching practicum and could be tied into a more collaborative learning experience for doctoral students (Orr et al, 2008).…”

“…The Council for Accreditation of Counseling and Related Programs (CACREP, 2009) has suggested that doctoral programs in counselor education should "develop collaborative relationships with program faculty in teaching, supervision, research, professional writing, and service to the profession and the public" (Doctoral Standards Counselor Education and Supervision, Section II, A.2.). Orr, Hall, and Hulse-Killacky (2008) discussed the importance of teaching preparation in counselor education, stating that teaching experience prepares doctoral students to participate more effectively in the counselor education profession, since the professional standards specifically include teaching. If a doctoral program does not provide instruction in teaching, or provides less than adequate instruction in teaching, then the doctoral degree is not sufficiently preparing graduates to enter the position of faculty member, which assumes a teaching role (Meacham, 2002).…”