Counseling Commons^™

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. …

This article reviews using closed group Facebook pages as a social network to create a pedagogical space where counseling students communicate, share resources, and develop cultural sensitivity. The Facebook pages were incorporated into the counseling core course (16 weeks) and the class consisted of four phases: (1) preparation and development of rapport; (2) sharing resources and reviewing key concepts; (3) increasing self-awareness and developing reflective skills; and (4) interfacing of two cultures crossing geographical boundaries. The main goals of the authors were to examine the possibility to build a virtual community through the closed group Facebook pages to interact with …