Current literature claims that the graduate students’ personal aspects not only influence research training outcomes, but they also serve as a mediator between students’ research activity and research training environment. In previous studies, key predictors of scholarly/research productivity among counseling graduate students have been investigated (Brown, Lent, Ryan, & McPartland, 1996; Kahn, 2001; Kahn & Scott, 1997). However, only 17% of the variance in three factors—research self-efficacy, research interests, and number of years in a program—predicted student research activities directly and research training environment indirectly. Bandura’s social cognitive theory was utilized as the conceptual framework for the study. Data was collected through SurveyMonkey™, an online source that surveyed 292 counseling doctoral students currently enrolled in 90 counseling doctoral programs across the United States. The findings from a factor analysis conducted in the present study indicated, the RIFPQ-R developed by the researcher was a reliable and valid instrument. Additionally, the findings showed that counseling doctoral students’ researcher identity correlated significantly with students’ research activity and research training environment; however, the correlations were weak. Finally, using two multiple regression analyses, students’ research experiences before admission to program, number of credit hours completed in qualitative and quantitative research, number of years enrolled in their program, and weekly hours spent doing research predicted a small portion of variance in students’ reported researcher identity and research activity.

Reforms to the national research and research training system by the Commonwealth Government of Australia sought to effectively connect research conducted in universities to Australia's national innovation system. Research training has a key role in ensuring an adequate supply of highly skilled people for the national innovation system. During their studies, research students produce and disseminate a massive amount of new knowledge. Prior to this study, there was no research that examined the contribution of research training to Australia's national innovation system despite the existence of policy initiatives aiming to enhance this contribution. Given Australia's below average (but improving) innovation performance compared to other OECD countries, the inclusion of Finland and the United States provided further insights into the key research question. This study examined three obvious ways that research training contributes to the national innovation systems in the three countries: the international mobility and migration of research students and graduates, knowledge production and distribution by research students, and the impact of research training as advanced human capital formation on economic growth. Findings have informed the concept of a research training culture of innovation that aims to enhance the contribution of research training to Australia's national innovation system. Key features include internationally competitive research and research training environments; research training programs that equip students with economically-relevant knowledge and the capabilities required by employers operating in knowledge-based economies; attractive research careers in different sectors; a national commitment to R&D as indicated by high levels of gross and business R&D expenditure; high private and social rates of return from research training; and the horizontal coordination of key organisations that create policy for, and/or invest in research training.

87f. / Submitted by Suelen Reis (suziy.ellen@gmail.com) on 2013-04-11T15:04:10Z No. of bitstreams: 1 Dissertacao Bethania Almeidaseg.pdf: 589775 bytes, checksum: 63c4f114a9846039355fac3fd67bc5d6 (MD5) / Approved for entry into archive by Rodrigo Meirelles(rodrigomei@ufba.br) on 2013-05-16T17:53:58Z (GMT) No. of bitstreams: 1 Dissertacao Bethania Almeidaseg.pdf: 589775 bytes, checksum: 63c4f114a9846039355fac3fd67bc5d6 (MD5) / Made available in DSpace on 2013-05-16T17:53:58Z (GMT). No. of bitstreams: 1 Dissertacao Bethania Almeidaseg.pdf: 589775 bytes, checksum: 63c4f114a9846039355fac3fd67bc5d6 (MD5) Previous issue date: 2009 / Analisamos a formação científica de pós-graduandos no Centro de Pesquisas Gonçalo Moniz, unidade da Fundação Oswaldo Cruz na Bahia, atentando especialmente para as experiências que vão conformando as práticas do futuro cientista. Antes de adentrarmos no cerne do estudo, a origem da Fundação Oswaldo Cruz e do seu instituto de pesquisas na Bahia são apresentadas, visando situar o contexto investigado e a prática científica da comunidade em um panorama mais amplo. Para a realização do estudo foram feitas entrevistas semiestuturadas, observação participante e análise documental. Ressaltamos que o laboratório é considerado o principal contexto de formação dos pós-graduandos, por este motivo o estudo não levou em consideração o conteúdo formal das disciplinas oferecidas. O que nos interessa é a ação cotidiana dos estudantes, concebemos que é no laboratório que aprendem a articular os distintos mecanismos de produção do conhecimento técnicocientífico, que vão desde a realização dos experimentos que embasarão seus trabalhos de conclusão de curso até o relacionamento que estabelecem com o orientador e demais membros que compõem a equipe do laboratório. Concluímos que através destas experiências os pós-graduandos vão sedimentando práticas e formas de compreensão da estruturação de uma carreira científica. / Salvador

Submitted by Oliveira Santos Dilzaná (dilznana@yahoo.com.br) on 2016-06-09T13:48:31Z No. of bitstreams: 1 Dissertação de Bethânia de Araújo Almeida.pdf: 582048 bytes, checksum: 4eea5ad4f15a9cf6aa4daa7d211a69f0 (MD5) / Approved for entry into archive by Oliveira Santos Dilzaná (dilznana@yahoo.com.br) on 2016-07-06T13:28:30Z (GMT) No. of bitstreams: 1 Dissertação de Bethânia de Araújo Almeida.pdf: 582048 bytes, checksum: 4eea5ad4f15a9cf6aa4daa7d211a69f0 (MD5) / Made available in DSpace on 2016-07-06T13:28:30Z (GMT). No. of bitstreams: 1 Dissertação de Bethânia de Araújo Almeida.pdf: 582048 bytes, checksum: 4eea5ad4f15a9cf6aa4daa7d211a69f0 (MD5) / CNPq / Analisamos a formação científica de pós-graduandos no Centro de Pesquisas Gonçalo Moniz, unidade da Fundação Oswaldo Cruz na Bahia, atentando especialmente para as experiências que vão conformando as práticas do futuro cientista. Antes de adentrarmos no cerne do estudo, a origem da Fundação Oswaldo Cruz e do seu instituto de pesquisas na Bahia são apresentadas, visando situar o contexto investigado e a prática científica da comunidade em um panorama mais amplo. Para a realização do estudo foram feitas entrevistas semiestuturadas, observação participante e análise documental. Ressaltamos que o laboratório é considerado o principal contexto de formação dos pós-graduandos, por este motivo o estudo não levou em consideração o conteúdo formal das disciplinas oferecidas. O que nos interessa é a ação cotidiana dos estudantes, concebemos que é no laboratório que aprendem a articular os distintos mecanismos de produção do conhecimento técnicocientífico, que vão desde a realização dos experimentos que embasarão seus trabalhos de conclusão de curso até o relacionamento que estabelecem com o orientador e demais membros que compõem a equipe do laboratório. Concluímos que através destas experiências os pós-graduandos vão sedimentando práticas e formas de compreensão da estruturação de uma carreira científica. This study analyses the scientific training of postgraduate students in the Gonçalo Moniz Research Centre, a unit of the Oswaldo Cruz Foundation in Bahia, paying special attention to those experiences which form the future scientist. Before addressing the core study we discuss the origin of the Oswaldo Cruz Foundation and its research institute in Bahia, in order to locate the study context and the scientific practices of this community within a broader perspective. The study was undertaken through semi-structured interviews, participatory observation and documentary analysis. We stress the fact that the laboratory is considered the main context for the development of postgraduate students, thus the study does not take account of the formal contents of the training courses. What is of interest is the students’ daily activities, since we consider the laboratory to be the location in which they learn to articulate mechanisms specific to the production of technico-scientific knowledge, from performing the experiments which will form the foundation of their work at the end of the course, to the relationships which they establish with their supervisor and other members of the laboratory team. We conclude that it is through these experiences that postgraduate students develop their practices and acquire their understanding of the structure of a scientific career.

A cibercultura, cultura contemporânea mediada pelo digital em rede, potencializada pelos usos dos dispositivos móveis, delineia novas formas de relações: econômicas, sociais, profissionais, políticas, educacionais, trazendo novos contornos à sociedade. Neste contexto, esta dissertação buscou compreender em que medida, a mobilidade dada pelas redes telemáticas sem fio podem ser utilizadas dentro de um contexto educativo, entendendo que esse contexto se dá dentrofora da universidade, nos diversos espaçostempos da cidade. Buscamos, para tanto, articular à pesquisa-formação (Macedo, Santos e Josso) com abordagem multirreferencial (Ardoino), os pressupostos das pesquisas nos dos com os cotidianos (Alves) e criamos, no contexto formativo da disciplina de Didática, da Licenciatura de Pedagogia da Universidade do Estado do Rio de Janeiro, atos de currículo com os usos dos dispositivos móveis e do digital em rede, em diálogo com os estudos da cibercultura (Lévy, Lemos, Santaella, Santos). Analisando os usos do digital em rede e dos dispositivos móveis no contexto formativo dos estudantes de Didática e suas narrativas, chegamos aos seguintes achados: a) as interfaces sociais definem a percepção do espaço em que estamos assim como as possibilidades de interação comunicacional com os outros; b) a mobilidade dada pelo digital em rede e pelos usos dos dispositivos móveis imprime outras dinâmicas ao como e quando aprenderensinar; c) expandir as estratégias de aprendizagemensino disponíveis por meio do digital em rede aumenta a possibilidade de acesso a conteúdos, informações, reconfigurando o papel da universidade; d) no que tange ao acesso livre à rede, tanto dentro da universidade quanto na cidade, há necessidade de políticas públicas efetivas para a inclusão digital; e) no âmbito da pesquisa-formação, nossa pesquisa contribuiu para a formação de docentes, criando as ambiências pedagógicas necessárias para o desenvolvimento de habilidades e competências para uma gestão mais flexível do conhecimento e dos processos de aprendizagemensino dentrofora da universidade. / Cyberculture, or the contemporary culture to have emerged from digital networks and been potencialised by the use of mobile devices, has delineated new forms of relations: economic, social, professional, political and educational, reshaping society. In this context, this dissertation sought to understand to what degree the mobility offered by wireless telematic networks might be utilised within an educational context, given that this context is located insideoutside universities, in the citys various spacetimes. We therefore sought to link research-training (Macedo, Santos and Josso) with a multi-referential approach (Ardoino) and the assumptions of research in/of and related to daily routines (Alves). We developed new educational activities by using mobile and digital network devices in the educational context of the subject of Didactics studied as part of the course for a Teaching Degree in Primary Education at the State University of Rio de Janeiro, in a dialogue with studies on cyberculture (Lévy, Lemos, Santaella, Santos). By analysing the use of digital network and mobile devices in the educational context of Didactics students and their narratives, we reached the following conclusions: a) social interfaces define our perception of space and the possibilities for communication with others; b) the mobility offered by digital network devices and by users of mobile devices imprints other dynamics in how and when they learnteach; c) expanding the strategies available for learningteaching by means of digital network devices increases the possibility of accessing content and information, reconfiguring the role of the university; d) there is a need for effective public policies for digital inclusion in terms of free network access, both in universities and in cities; e) in the sphere of research-training, our study contributed to training teachers, creating the pedagogic environments necessary for the development of skills and competences for more flexible management of knowledge and of the university learningteaching insideoutside processes.

This dissertation is the result of a masters research that aimed to understand how the musical formation of a music teacher focuses on teaching practices in basic education. This research was designed from two specific objectives: a) Identify formative experiences with music and teaching in the life stories of music teachers research participants (graduates of the Music course - Full Degree UFSM); and b) promote dialogue between formation and practice of music teachers in basic education. Data were stated on the oral narratives of life stories of teachers (ABRAHÃO, 2004; JOSSO, 2008; NÓVOA, 1992; OLIVEIRA, 2001, 20016; PERES, 2012; SOUZA, 2006) transiting between musical memories, and between the participants ' relationship with the music and with the teaching of music. Starting from an autobiographical approach, were punctuated the knowledge resulting from the experiences of students and music instruments promoting dialogues between these memories and the formations and acting teachers. With this integration of participants in understanding their own formations, the development of research was characterized as research-training (JOSSO, 2010), triggering processes of teacher's awareness about the formative experiences that they experienced. In the dialogues between participants, were revealed in the formation and knowledge identified periodizations and crucial moments (JOSSO 2004; 2010) in: pedagogical heritage themes (OLIVEIRA; PERES, 2011; ARROYO, 2012, reflections of teachers in their practices (ARROYO, 2013); lesson from the student and experiences with the music education (SOUZA, 2008; SUBTIL, 2007 and 2005; LOURO, 2008; DEWEY, 2011; PEREIRA, 2014) discussing the children's relationships with music (RAMOS, 2002; PONSO, 2011; PEDRINI 2013; WERLE, 2015); discussions about the University and relations with practice (MATEIRO, 2009 and 2003; PENNA, 2010). Horizontal/comparative analysis (BOLÍVAR; DOMINGO; FERNÁNDEZ, 2001) resulted in two transversal dialogues: 1. The time in independent learning (NÓVOA, 2009; JOSSO, 2010; 2006 and 2004); 2. Profile of professor of music: a project under construction (JOSSO, 2004 and 2007). I hope, with this research, expand the design on the formation of music teacher in basic education, including life experiences related to teaching and music to their teachings. / Esta dissertação é resultado de uma pesquisa de mestrado que teve como objetivo compreender como a formação musical de um professor de música incide em suas práticas docentes na educação básica. Tal pesquisa foi delineada a partir de dois objetivos específicos: a) Identificar experiências formativas com a música e com a docência nas histórias de vida dos professores de música (egressos do curso de Música – Licenciatura Plena da UFSM) participantes da pesquisa; e b) Promover diálogos entre as formações e as atuações de professores de música na educação básica. Os dados foram produzidos nas narrativas orais de histórias de vida de professores (ABRAHÃO, 2004; JOSSO, 2008; NÓVOA, 1992; OLIVEIRA, 2001; 2016; PERES, 2012; SOUZA, 2006), traçando caminhos entre memórias musicais, e entre a relação dos participantes com a música e o ensino da música. Por meio de uma abordagem (auto)biográfica, foram pontuados os conhecimentos resultantes de suas experiências enquanto alunos de instrumentos e música, promovendo diálogos entre estas memórias e as formações e atuações docentes. Em decorrência desta inserção dos participantes na compreensão de suas próprias formações, o desenvolvimento da investigação foi caracterizado enquanto pesquisa-formação (JOSSO, 2010), desencadeando processos de conscientização do professor sobre as experiências formativas vivenciadas. Nos diálogos entre os participantes, foram revelados conhecimentos na formação e identificadas periodizações e momentos cruciais (JOSSO 2004; 2010) em temáticas como: herança pedagógica (OLIVEIRA; PERES, 2011; ARROYO, 2012), reflexos de professores em suas práticas (ARROYO, 2013); aula a partir do aluno e experiências com o ensino da música (SOUZA, 2008; SUBTIL, 2007; 2005; LOURO, 2008; DEWEY, 2011; PEREIRA, 2014,) discutindo as relações das crianças com a música (RAMOS, 2002; PONSO, 2011; PEDRINI 2013; WERLE, 2015); discussões sobre a universidade e relações com a prática (MATEIRO, 2009; 2003; PENNA, 2010). A análise horizontal/comparativa (BOLÍVAR; DOMINGO; FERNÁNDEZ, 2001) resultou em dois diálogos transversais: 1. O tempo na autoformação (NÓVOA, 2009; JOSSO, 2010; 2006; 2004); e 2. Perfil do professor de música: um projeto em construção (JOSSO, 2007; 2004). Espero, com esta pesquisa, ampliar a concepção sobre a formação do professor de música atuante na educação básica, integrando experiências de vida, relacionadas ao ensino e à música, às suas docências.

A cibercultura, cultura contemporânea mediada pelo digital em rede, potencializada pelos usos dos dispositivos móveis, delineia novas formas de relações: econômicas, sociais, profissionais, políticas, educacionais, trazendo novos contornos à sociedade. Neste contexto, esta dissertação buscou compreender em que medida, a mobilidade dada pelas redes telemáticas sem fio podem ser utilizadas dentro de um contexto educativo, entendendo que esse contexto se dá dentrofora da universidade, nos diversos espaçostempos da cidade. Buscamos, para tanto, articular à pesquisa-formação (Macedo, Santos e Josso) com abordagem multirreferencial (Ardoino), os pressupostos das pesquisas nos dos com os cotidianos (Alves) e criamos, no contexto formativo da disciplina de Didática, da Licenciatura de Pedagogia da Universidade do Estado do Rio de Janeiro, atos de currículo com os usos dos dispositivos móveis e do digital em rede, em diálogo com os estudos da cibercultura (Lévy, Lemos, Santaella, Santos). Analisando os usos do digital em rede e dos dispositivos móveis no contexto formativo dos estudantes de Didática e suas narrativas, chegamos aos seguintes achados: a) as interfaces sociais definem a percepção do espaço em que estamos assim como as possibilidades de interação comunicacional com os outros; b) a mobilidade dada pelo digital em rede e pelos usos dos dispositivos móveis imprime outras dinâmicas ao como e quando aprenderensinar; c) expandir as estratégias de aprendizagemensino disponíveis por meio do digital em rede aumenta a possibilidade de acesso a conteúdos, informações, reconfigurando o papel da universidade; d) no que tange ao acesso livre à rede, tanto dentro da universidade quanto na cidade, há necessidade de políticas públicas efetivas para a inclusão digital; e) no âmbito da pesquisa-formação, nossa pesquisa contribuiu para a formação de docentes, criando as ambiências pedagógicas necessárias para o desenvolvimento de habilidades e competências para uma gestão mais flexível do conhecimento e dos processos de aprendizagemensino dentrofora da universidade. / Cyberculture, or the contemporary culture to have emerged from digital networks and been potencialised by the use of mobile devices, has delineated new forms of relations: economic, social, professional, political and educational, reshaping society. In this context, this dissertation sought to understand to what degree the mobility offered by wireless telematic networks might be utilised within an educational context, given that this context is located insideoutside universities, in the citys various spacetimes. We therefore sought to link research-training (Macedo, Santos and Josso) with a multi-referential approach (Ardoino) and the assumptions of research in/of and related to daily routines (Alves). We developed new educational activities by using mobile and digital network devices in the educational context of the subject of Didactics studied as part of the course for a Teaching Degree in Primary Education at the State University of Rio de Janeiro, in a dialogue with studies on cyberculture (Lévy, Lemos, Santaella, Santos). By analysing the use of digital network and mobile devices in the educational context of Didactics students and their narratives, we reached the following conclusions: a) social interfaces define our perception of space and the possibilities for communication with others; b) the mobility offered by digital network devices and by users of mobile devices imprints other dynamics in how and when they learnteach; c) expanding the strategies available for learningteaching by means of digital network devices increases the possibility of accessing content and information, reconfiguring the role of the university; d) there is a need for effective public policies for digital inclusion in terms of free network access, both in universities and in cities; e) in the sphere of research-training, our study contributed to training teachers, creating the pedagogic environments necessary for the development of skills and competences for more flexible management of knowledge and of the university learningteaching insideoutside processes.

Conselho Nacional de Desenvolvimento CientÃfico e TecnolÃgico / nÃo hà / A presente tese tem como foco a valorizaÃÃo da CosmovisÃo Africana no Ãmbito escolar em situaÃÃo de formaÃÃo de professores. Sua relevÃncia justifica-se legalmente a partir de 9 de janeiro de 2003, quando o entÃo presidente da RepÃblica, Luiz InÃcio Lula da Silva, promulga a Lei N. 10.639/2003, que versa sobre a inclusÃo do ensino da HistÃria e da Cultura Africana e Afro-Brasileira nas escolas de ensino bÃsico. Aos professores, cabe o cumprimento do disposto legal. Contudo, apesar do que versa citada a lei, os docentes nÃo tiveram, de um modo geral, em sua formaÃÃo inicial, a preparaÃÃo adequada para as exigÃncias da articulaÃÃo de tais conteÃdos em sua prÃtica educativa. PorÃm, a ResoluÃÃo CNE/CP NÂ. 01/2004 orienta que à responsabilidade das InstituiÃÃes de Ensino Superior oportunizar a formaÃÃo inicial e continuada de professores, assim como realizar atividades de ensino, pesquisa e extensÃo sobre o tema. Inspirada pelos elementos expostos, resolvi realizar um curso de formaÃÃo para professores no estado do Piauà articulando a trÃade ensino, pesquisa e extensÃo, uma vez que sou professora da Universidade Federal daquele estado, na cidade de Floriano, local da pesquisa de campo. Trata-se de uma pesquisa-formaÃÃo com influÃncia da pesquisa-aÃÃo e da sociopoÃtica a partir dos fundamentos do aporte teÃrico-metodolÃgico intitulado Pret@gogia. A FormaÃÃo aconteceu durante o perÃodo letivo de 2011 e 2012 na Escola Municipal EleutÃrio Rezende e sua execuÃÃo deu-se como projeto de extensÃo universitÃria contando com quatro bolsistas envolvidos. Seu principal objetivo foi promover o curso de formaÃÃo para professoras do Ensino Fundamental I, objetivando a valorizaÃÃo do tema gerador âCosmovisÃo Africanaâ. Realizamos sete mÃdulos durante os quais professoras, pesquisadora e bolsistas do projeto de extensÃo estudaram, elaboraram e aplicaram planos de aÃÃo interventivos para a formaÃÃo das professoras. Estas, por sua vez, reeditaram suas propostas pedagÃgicas e curriculares transformando o espaÃo escolar em territÃrio de valorizaÃÃo da cosmovisÃo africana a partir da articulaÃÃo teÃrico-metodolÃgica de seus princÃpios fundamentais. AlÃm dessa constataÃÃo, a anÃlise das aÃÃes interventivas tambÃm nos revelou o potencial transformador-pedagÃgico de uma pesquisa-formaÃÃo, sobretudo na perspectiva da autoformaÃÃo para todas nÃs envolvidas no processo. A pesquisa tambÃm està ancorada em um referencial teÃrico-metodolÃgico em fase de gestaÃÃo pelo nÃcleo das Africanidades Cearenses da UFC, o qual ajudo a elaborar e aplicar no Ãmbito da pesquisa e do ensino intitulado Pret@gogia. Esse aporte orienta-se pelos princÃpios da ancestralidade e da oralidade presentes na cosmovisÃo africana. Elaborei um estilo particular de escrita. Arrisco-me na criaÃÃo de personagens, que chamo de meus âeusâ ancestrais. Eles narram a pesquisa a partir de contos em enredos que procuram articular a exigÃncia cientÃfica necessÃria a uma pesquisa à escrita literÃria e à tradiÃÃo oral da cosmovisÃo africana. / This thesis focuses on the enhancement of African Worldview in the school situation in teacher training. Its relevance is justified legally from January 9, 2003, when the then president, Luiz InÃcio Lula da Silva, promulgates the Law N. 10.639/2003, which concerns the inclusion of the teaching of History and Culture of African and Afro - Brazilian in primary schools. Teachers, it is compliance with law. However, despite what the law cited versa, teachers did not have, in general, in their initial training, adequate preparation for the demands of articulation of such content in their educational practice. However, the CNE / CP no. 01 /2004 instructs that it is the responsibility of higher education institutions nurture the initial and continuing training of teachers, as well as carry out teaching, research and outreach on the topic. Inspired by the elements exposed, I decided to conduct a training course for teachers in the state of Piauà articulating the triad teaching, research and extension, since I am a professor at the Federal University of PiauÃ, in the city of Floriano, local field research. It is a researchtraining to influence the action research and sociopoÃtica from the fundamentals of theoretical and methodological titled Pret@gogia. The training took place during the school year of 2011 and 2012 at the Municipal School Eleuterio Rezende and his execution took place as university extension numbering four fellows involved. Its main objective was to promote the training course for teachers of elementary school, aiming at the enhancement of generator theme "African Worldview" We conducted seven modules, during which teachers, researcher and scholars extension project studied, developed and implemented action plans for interventional training of teachers. These in turn reissued their pedagogical and curricular transforming the school into the territory of valuing African worldview through the articulation of its theoretical and methodological principles. In addition to this finding, analysis of interventive actions also revealed in the transformative potential of research - teaching â training, particularly in view of the self-training for all of us involved in the process. The research is also grounded in a theoretical- methodological phase of pregnancy the nucleus of Africanidades Cearenses - UFC and I help develop and implement in the context of research and teaching titled pret@gogia. This contribution is guided by the principles of ancestry and orality present in the African worldview. Elaborated a particular style of writing. I venture in creating characters, which I call my "I" s ancestors. They narrate tales from research plots in seeking to articulate the scientific rigor required a survey of literary writing and oral tradition of the African worldview.

The purpose of this study was to investigate the relationship between research self-efficacy (as measured by the Research Self-Efficacy Scale [Greeley et al., 1989]), perceptions of the research training environment (as measured by the Research Training Environment Scale --Revised [Gelso et al., 1996]), and interest in research (as measured by the Interest in Research Questionnaire [Bieschke & Bishop, 1994]) within a national sample of doctoral counselor education students (N = 89). Additionally, the study investigated whether there were differences between levels of research self-efficacy, perceptions of the research training environment, and interest in research in relation to the demographic characteristics (i.e., age, gender, race/ethnicity, scholarly productivity, reported professional aspirations, and number of doctoral-level research courses completed) of counselor education doctoral students. An ex-post facto, cross-sectional design was implemented which included the following statistical analyses: Pearson's correlation coefficients (two-tailed), simultaneous multiple regression, and analysis of variance (ANOVA). Findings identified that the demographic variables of age and doctoral-level research courses completed had a statistically significant effect upon perceptions of the research training environment. In addition, results suggested that scholarly activity had a statistically significant effect on research self-efficacy scores. Finally, interest in research was positively correlated with research self-efficacy scores. In summary, the study addressed the present void in the counselor education literature with regard to counselor education doctoral students' development in the areas of research self-efficacy, perceptions of the research training environment, and interest in research. In order to contribute to the counselor education literature and support doctoral student development, it is crucial that counselor education doctoral training programs provide an effective research training environment to foster and encourage student research. Recognizing and appreciating the influence of counselor education doctoral students' research self-efficacy, perceptions of the research training environment, and interest in research may not only be important for students, but is also necessary for counselor education doctoral preparation programs to continue to develop and prepare students for academic positions and success. Study findings may provide beneficial information to assist colleges and universities to develop and tailor polices to encourage and foster research amongst their doctoral counselor education students.

No description available.