Counselor Education Doctoral Students' Lived Experiences With Supervision of Teaching

Abstract

In this descriptive phenomenological study, we investigated 10 counselor education doctoral students' experiences with supervision of their teaching. Three supervision of teaching (SupT) structural themes were identified: delivery, dynamics, and distinctions. Implications for implementing SupT on the basis of these structures are discussed, along with the limitations of this study and suggestions for future research. A working definition of SupT is provided.

Beginning counselor educators’ experiences of growth and challenges in teaching

“…Given the gaps in teaching specific skills in doctoral teaching preparation (Waalkes et al., 2018), more consistent and structured preparation in developing student‐centered teaching methods in doctoral programs in ways that align with CACREP standards (2015) seem warranted. This preparation might involve more opportunities to practice and reflect on best practices in teaching (ACES, 2016) which may help beginning counselor educators spend less time focusing on discovering these strategies and more time honing them (Baltrinic & Suddeath, 2020). Observations of teaching and feedback from mentors also may help beginning faculty reflect on their current approaches and discover student‐centered techniques (Baltrinic, et al., 2016; Suddeath et al., 2020; Waalkes et al., 2018, 2021).…”

“…Therefore, teaching development supports should be approached from a holistic perspective with attention to educators’ emotional and social needs. This may include offering beginning counselor educators encouragement and affirmations as well as structured and consistent supervision on teaching (Baltrinic & Suddeath, 2020; Gibson et al., 2015; Magnuson, 2002; Suddeath et al., 2020; Waalkes et al., 2018).…”

“…Intentional and relational doctoral teaching preparation can have a positive impact on teaching identity development of doctoral students and beginning counselor educators (Dollarhide et al., 2013; Gibson et al., 2015). Open and genuine mentoring relationships in supervised doctoral teaching experiences can help build confidence (Baltrinic & Suddeath, 2020; Suddeath et al., 2020; Waalkes et al., 2018). Longer term, supervised doctoral fieldwork in teaching combined with teaching coursework may help buffer against stress, burnout, and poor job satisfaction for counselor educators (Suddeath et al., 2020).…”

“…Since beginning counselor educators can feel unprepared to teach (Magnuson, 2002; Magnuson et al., 2004; Waalkes et al., 2018), a framework of common challenges and successes may normalize the development of their teaching and help them set goals. Although numerous researchers have revealed the impact of doctoral teaching preparation in developing teachers (e.g., Baltrinic & Suddeath, 2020; Baltrinic et al., 2016; Suddeath et al., 2020; Waalkes et al., 2018), few have examined how beginning counselor educators continue to develop after graduation from their doctoral programs. In addition, researchers (Baltrinic & Suddeath, 2020; Baltrinic et al., 2016; Waalkes et al., 2018) cautioned against a lack of intentional design and support in teaching preparation practices in counselor education programs.…”

“…Although numerous researchers have revealed the impact of doctoral teaching preparation in developing teachers (e.g., Baltrinic & Suddeath, 2020; Baltrinic et al., 2016; Suddeath et al., 2020; Waalkes et al., 2018), few have examined how beginning counselor educators continue to develop after graduation from their doctoral programs. In addition, researchers (Baltrinic & Suddeath, 2020; Baltrinic et al., 2016; Waalkes et al., 2018) cautioned against a lack of intentional design and support in teaching preparation practices in counselor education programs. Therefore, an understanding of the common challenges and growth of beginning counselor educators can help in designing intentional supports targeting common developmental struggles in teaching.…”