Teaching is a central role of counselor educators. However, teaching in counselor education lacks guiding standards or best practice recommendations. Existing scholarly dialogue predominantly features the perspectives of educators and addresses content knowledge, techniques, activities, and assignments for courses across the curriculum with relatively less emphasis on foundations of teaching. The purpose of this study was to develop greater understanding of counselor educator dispositions, orientations, and behaviors that students perceive as important to their learning. Q methodology was utilized to gather and distill counselor education students’ (N = 48) preferences for characteristics identified via focus groups and a comprehensive literature review. Factor analysis revealed four distinct factors, upon which 45 participants’ sorts loaded and which accounted for 41% of total variance. The findings of this study support the importance of the person of the counselor educator in the teaching and learning process in addition to behavioral characteristics. Moreover, these findings support the use of student learning style assessments and customization of course facilitation to fit students’ unique preferences and values.
| Identifer | oai:union.ndltd.org:unt.edu/info:ark/67531/metadc804886 |
| Date | 08 1900 |
| Creators | Hurt, Kara Marie |
| Contributors | Barrio Minton, Casey A., Ray, Dee C., Prosek, Elizabeth |
| Publisher | University of North Texas |
| Source Sets | University of North Texas |
| Language | English |
| Detected Language | English |
| Type | Thesis or Dissertation |
| Format | v, 171 pages : color illustrations, Text |
| Rights | Public, Hurt, Kara Marie, Copyright, Copyright is held by the author, unless otherwise noted. All rights Reserved. |
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