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Pedagogical Perspectives On Counselor Education: An Autoethnographic Experience Of Doctoral Student Development, Anna Elliott, Beronica Salazar, Brittany L. Dennis, Lynn Bohecker, Tiffany Nielson, Kirsten Lamantia, David M. Kleist Dec 2018

There is minimal literature related to understanding what training factors

contribute to the development of qualified counselor educators. Specifically,

we wondered if counselor education doctoral students are effectively prepared

for their roles as instructors. We chose an autoethnographic phenomenology

method as a means for exploring the experiences of doctoral students’

pedagogical development in a doctoral instructional theory course. We sought

to understand the essence of our experience through written reflection,

photography, and group reflective processes. Analysis revealed the value we

all obtained through the instructional theory course, experiential learning,

and self-reflection, which contributed to increased self-efficacy as emerging

counselor educators. …

Amidst growing literature regarding the importance of spirituality within

counseling and counselor education, little is known of the experiences of

doctoral students regarding their religious and spiritual backgrounds while

matriculating through their doctoral program. This research explored the

experiences of four researcher-participant counselor education doctoral

students from diverse religious and spiritual backgrounds. This exploration

deepened their understanding of the role their religious and spiritual identities

played in their thoughts, emotions, challenges, and strengths of their

experiences. A phenomenological autoethnography method was used for this

study. A unique data analysis procedure was developed called Integrative

Group Process Phenomenology (IGPP), which was …

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