Perceptions of Doctoral Level Teaching Preparation in Counselor Education

The Impact of Teaching Preparation Practices on Self‐Efficacy Toward Teaching

“…The three most common teaching preparation practices identified in the CES literature are (a) formal coursework in college teaching, (b) fieldwork in teaching, and (c) supervision of teaching (ACES Teaching Initiative Taskforce, 2016; Hall & Hulse, 2010; Suddeath, 2018). These three practices served as the independent variables in this study.…”

“…These experiences are usually offered as semester‐long courses or seminars (ACES Teaching Initiative Taskforce, 2016). Our literature review identified only one study in support of formal coursework as a teaching preparation practice (Hunt & Weber‐Gilmore, 2011), with others reporting it as unhelpful in strengthening perceived preparedness for teaching (Hall & Hulse, 2010), self‐efficacy toward teaching (Olguin, 2004; Tollerud, 1990), and preparedness for the actual teaching responsibilities of a counselor educator (Waalkes et al, 2018).…”

“…Fieldwork can be formal or informal and can vary greatly in the amount of teaching responsibility the student assumes (Orr, Hall, & Hulse‐Killacky, 2008). CES research suggests that engaging in actual teaching through instructor of record or coteaching experiences strengthens doctoral students’ confidence and competence in teaching (Baltrinic, Jencius, & McGlothlin, 2016; Orr et al, 2008), as well as their perceptions of their preparedness to teach (Hall & Hulse, 2010). Junior counselor education faculty members have identified their supervised teaching experiences as the most valuable in strengthening their identity as counselor educators (Waalkes et al, 2018).…”

Coteaching in Counselor Education: Preparing Doctoral Students for Future Teaching

“…However, studies examining teacher preparation predominantly reflect findings from the perspectives of counselor educators (e.g., Hall & Hulse, ; Hunt & Weber Gilmore, ), with less focus on the perspectives of counselor education doctoral students (e.g., Orr et al, ). Hall and Hulse's () study included qualitative survey data gathered from 202 counselor educators. Hunt and Weber Gilmore () gathered more detailed qualitative data from 16 doctoral coordinators but did not include doctoral students in their sample.…”

Model supervisi klinis berfokus multikultural: supervisi hubungan interpersonal konselor dan staf kependidikan

“…Supervisi tidak bermaksud untuk men-judge bahwa yang telah dilakukan oleh konselor itu buruk, hanya saja perlu dikaji ulang dan disesuaikan dengan standar etis yang ada. Bagian integral dari proses supervisi yang dilakukan oleh supervisor, meliputi mengobservasi dan penyediaan umpan balik bagi supervisee (Hall & Hulse, 2010). Supervisor perlu memberikan umpan balik bagi supervisee, agar supervisee dapat memperbaiki kinerjanya yang dirasa kurang memenuhi standar yang berlaku atau mempertahankan kinerjanya yang telah sesuai dengan tuntutan, atau mengganti kinerja yang dirasa kurang baik agar lebih baik, khususnya dalam hubungan interpersonal.…”