Journal of Counselor Preparation and Supervision

Document Type

Empirical Research Article


pedagogy, doctoral student preparation, counselor educator training

Subject Area

Counselor Education


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.



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