This article utilizes feminist pedagogy to facilitate ally development within counseling students. Counselor educators are challenged to find methods of incorporating competencies for counseling with transgender and lesbian, gay, bisexual, transgender, queer, questioning, intersex, and ally (LGBTQQIA) individuals into curriculum. Through the application of feminist and experiential theories, students engage in a way that challenges traditional pedagogical methods. The intersection of sexual orientation, gender, and race in the classroom can facilitate awareness of the experiences of LGBTQQIA people, thereby promoting skill, advocacy, and ally behaviors in emergent counselors. Suggestions for student engagement in the classroom are presented.Researchers unequivocally demand a need for competent counselors to provide mental health services to lesbian, gay, bisexual, transgender, queer, questioning, intersex, and ally (LGBTQQIA) people as they seek services at a higher rate than heterosexual individuals, with a startling difference
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. The essence of our experience is described through seven descriptive themes—delineated as methods of coping and reinforcing. The results demonstrate the benefit of including an explicit pedagogical course in counselor education curriculums.
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