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Pedagogy In Counselor Education: Insights From John Dewey, Rachel Vannatta, Seth C. Vannatta
Pedagogy In Counselor Education: Insights From John Dewey, Rachel Vannatta, Seth C. Vannatta
Journal of Counselor Preparation and Supervision
The literature addressing pedagogy in counselor education is sparse. In this paper, we propose using John Dewey’s philosophy of education to inform pedagogy in counseling programs. More specifically, we describe the pattern of inquiry, issues of mind-body continuity, the role of the teacher and student, the difference between educative and miseducative experiential activities, and problem based learning in the context of counselor education. These concepts are exemplified using a case illustration comparing a professor using a traditional model of teaching and a professor using a model of teaching informed by Dewey.
Preparing Cacrep-Accredited Doctoral Students To Teach, Meredith Lt Montgomery, Mei Tang
Preparing Cacrep-Accredited Doctoral Students To Teach, Meredith Lt Montgomery, Mei Tang
Journal of Counselor Preparation and Supervision
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 …