Structure, Impact, and Deficiencies of Beginning Counselor Educators' Doctoral Teaching Preparation

Autor/inn/en	Waalkes, Phillip L.; Benshoff, James M.; Stickl, Jaimie; Swindle, Paula J.; Umstead, Lindsey K.
Titel	Structure, Impact, and Deficiencies of Beginning Counselor Educators' Doctoral Teaching Preparation
Quelle	In: Counselor Education and Supervision, 57 (2018) 1, S.66-80 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0011-0035
DOI	10.1002/ceas.12094
Schlagwörter	Doctoral Programs; Counselor Educators; Teacher Education; Beginning Teachers; Qualitative Research; Student Experience; Program Design; Instruction; Graduate Students; Counselor Training + Suchen Sie Ihr Suchwort? Doktorandenprogramm; Lehrerausbildung; Lehrerbildung; Junior teacher; Junglehrer; Qualitative Forschung; Studienerfahrung; Programme design; Programmaufbau; Programmplanung; Teaching process; Unterrichtsprozess; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin
Abstract	The authors utilized the consensual qualitative research method (Hill, Thompson, & Williams, [Hill, C. E., 1997]) to explore beginning counselor educators' (N = 9) experiences of doctoral teaching preparation, including helpful and missing components. Emerging themes included a lack of intentionality in teaching-related program design and a need for stronger preparation in pedagogy and content delivery methods. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01