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An Interpretative Phenomenological Analysis of Counselor Education Doctoral Students' Teaching Preparation Experiences

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dc.contributor.authorWiley, Jonathan D.en
dc.contributor.committeechairWelfare, Laura E.en
dc.contributor.committeememberLawson, Gerard F.en
dc.contributor.committeememberFarmer, Laura B.en
dc.contributor.committeememberFullen, Matthew C.en
dc.contributor.committeememberScott, William R.en
dc.contributor.departmentEducation, Community Collegeen
dc.date.accessioned2020-04-25T08:01:57Zen
dc.date.available2020-04-25T08:01:57Zen
dc.date.issued2020-04-24en
dc.description.abstractTeaching is a foundational professional role addressed within the curriculum of counselor education doctoral programs, yet little is known about the teaching preparation experiences of counselor education doctoral students. This interpretative phenomenological analysis explored the teaching preparation experiences of a purposeful sample of eight current or recently graduated counselor education doctoral students enrolled in Doctor of Philosophy (Ph.D.) programs accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) through semi-structured interviews. Four superordinate themes, Experiential Integration, Contextual Development, Interactive Reflection, and Emergent Teaching Values, were identified to illustrate how counselor education doctoral students make sense of their teaching preparation experiences. These themes provide in-depth, nuanced, and narrative accounts of the multifaceted, experiential, relational, and contextual developmental teaching preparation experiences of counselor education doctoral students. The findings of this study revealed several important implications for counselor education doctoral students, counselor educations, counselor education doctoral programs, and CACREP to enhance the teaching preparation experiences of counselor education doctoral students. This study overall extends our knowledge of counselor education doctoral students' teaching preparation experiences, adding to a growing body of literature on doctoral teaching preparation in counselor education.en
dc.description.abstractgeneralTeaching is a foundational professional role addressed within the curriculum of counselor education doctoral programs, yet little is known about the teaching preparation experiences of counselor education doctoral students. This qualitative study explored the teaching preparation experiences of eight current or recently graduated counselor education doctoral students enrolled in accredited counselor education Doctor of Philosophy (Ph.D.) programs. This study used in-depth interviews with counselor education doctoral students to understand how they make sense of their teaching preparation experiences. The analysis of the transcripts of the in-depth interviews revealed four themes that describe experiences, contexts, reflections, and values related to counselor education doctoral students' teaching preparation experiences. These themes provide detailed accounts of the many facets of counselor education doctoral students' teaching preparation experiences. These findings revealed implications for students, educators, degree programs, and accreditation organizations within counselor education that can enhance the teaching preparation experiences of counselor education doctoral students. This study overall extends our knowledge of counselor education doctoral students' teaching preparation experiences. Advancing our understanding of the teaching preparation experiences of counselor education doctoral students can improve the quality of the teaching, learning, and development facilitated through counselor training programs.en
dc.description.degreeDoctor of Philosophyen
dc.format.mediumETDen
dc.identifier.othervt_gsexam:24451en
dc.identifier.urihttp://hdl.handle.net/10919/97910en
dc.language.isoenen
dc.publisherVirginia Techen
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subjectinterpretative phenomenological analysisen
dc.subjectcounselor preparationen
dc.subjectdoctoral studentsen
dc.subjectpedagogyen
dc.subjectteaching preparationen
dc.titleAn Interpretative Phenomenological Analysis of Counselor Education Doctoral Students' Teaching Preparation Experiencesen
dc.typeDissertationen
thesis.degree.disciplineCounselor Educationen
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.leveldoctoralen
thesis.degree.nameDoctor of Philosophyen

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