Pedagogy in Counselor Education: A 10‐Year Content Analysis of Journals

Abstract

This content analysis includes 230 peer-reviewed articles regarding teaching and learning published in journals of the American Counseling Association and its divisions between January 2001 and December 2010. Results include examination of focus, pedagogical foundations, and the methodologies used. Implications for the scholarship of teaching and learning in counselor education are discussed.

Teaching Competencies in Counselor Education: A Delphi Study

“…Scholars have acknowledged concern about the quality of counselor education doctoral students’ preparation for teaching (Barrio Minton, Wachter Morris, & Yaites, 2014). In a 10‐year content analysis of teaching articles in ACA journals, only five articles focused on the preparation of doctoral‐level counselor educators, and only one of the five focused specifically on teacher preparation (Barrio Minton et al, 2014). Additionally, Waalkes et al (2018) explored beginning counselor educators’ teaching preparation and found that the majority of participants thought that there was incongruence between how they were prepared to teach in their doctoral program and the realities of teaching as a counselor educator.…”

School Counselor Consultation Preparation: A National Study

“…Content analysis is a methodology that includes procedures for making reliable and valid inferences from texts (Krippendorff, 2013). As noted by Barrio Minton, Wachter Morris, and Yaites (2014), content analysis can serve as a methodology to illustrate trends within a profession. Furthermore, content analysis has been commonly used in the examination of counselor education syllabi related to topics such as internship (Akos & Scarborough, 2004), crisis preparation (Barrio Minton & Pease‐Carter, 2011), spirituality (Cashwell & Young, 2004), and multicultural counseling instructional strategies (Priester et al, 2008).…”

Counselor Education and Supervision: 2018 Annual Review

“…Historically, the counselor education and supervision literature has shown a stark lack of attention to doctoral‐level preparation (Barrio Minton, Wachter Morris, & Yaites, 2014; Barrio Minton et al, 2018). In 2018, the profession saw the emergence of articles on teaching preparation, mentorship of doctoral students, and preparation of supervisors (e.g., Harris et al, 2018; Herbert et al, 2018; Merlin‐Knoblich et al, 2018; Rapp et al, 2018; Waalkes et al, 2018), all areas notably lacking in previous literature.…”