A Q Methodology Study of a Doctoral Counselor Education Teaching Instruction Course

Autor/inn/en	Baltrinic, Eric R.; Suddeath, Eric G.
Titel	A Q Methodology Study of a Doctoral Counselor Education Teaching Instruction Course
Quelle	In: Professional Counselor, 10 (2020) 4, S.472-487 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2164-3989
Schlagwörter	Q Methodology; Teaching Methods; Doctoral Programs; Counselor Training; Supervision; Teacher Attitudes; Student Attitudes; College Faculty; Doctoral Students; Methods Courses; Factor Analysis; Instructional Design; Empathy; Counselor Educators; Teaching Skills; Item Analysis; Course Descriptions + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Doktorandenprogramm; Lehrerverhalten; Schülerverhalten; Fakultät; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Methodisch-didaktische Anleitung; Faktorenanalyse; Lesson concept; Lessonplan; Unterrichtsentwurf; Empathie; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Itemanalyse; Kursstrukturplan
Abstract	Many counselor education and supervision (CES) doctoral programs offer doctoral-level teaching instruction courses as part of their curriculum to help prepare students for future teaching roles, yet little is known about the essential design, delivery, and evaluation components of these courses. Accordingly, the authors investigated instructor and student views on the essential design, delivery, and evaluation components of a doctoral counselor education teaching instruction (CETI) course using Q methodology. Eight first-year CES doctoral students and the course instructor from a large Midwestern university completed Q-sorts, which were factor analyzed. Three factors were revealed, which were named "The Course Designer," "The Future Educator," and "The Empathic Instructor." The authors gathered post-Q-sort qualitative data from participants using a semi-structured questionnaire, and the results from the questionnaires were incorporated into the factor interpretations. Implications for incorporating the findings into CES pedagogy and for designing, delivering, and evaluating CETI courses are presented. Limitations and future research suggestions for CETI course design and delivery are discussed. (As Provided).
Anmerkungen	National Board for Certified Counselors, Inc. and Affiliates. 3 Terrace Way, Greensboro, NC 27403. Tel: 336-547-0607; Fax: 336-547-0017; e-mail: TCPjournal@nbcc.org; Web site: http://tpcjournal.nbcc.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01