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How are CACREP-accredited Doctoral Programs Preparing Students to Teach? A Thematic Analysis

Montgomery, Meredith LT
http://rave.ohiolink.edu/etdc/view?acc_num=ucin1522400213673396

Abstract Details

2018, EdD, University of Cincinnati, Education, Criminal Justice, and Human Services: Counselor Education.
Most literature on counselor education is about effective methods of training future counselors but little is known about how doctoral students are prepared to teach. This qualitative thematic analysis describes how doctoral students in CACREP-accredited doctoral programs are prepared to teach. Social Cognitive Theory (SCT) served as the theoretical framework and contextualism was the philosophical framework. Participants included 16 faculty and doctoral students from 10 CACREP-accredited Counselor Education and Supervision (CES) programs across the United States. A thematic analysis was conducted to determine themes from emergent design interviews. Data analysis was conducted using line-by-line descriptive coding and framework matrix methodology at theoretical and latent analysis levels. The result is a narrative description of the process based on three identified themes: relationship, pedagogy and effort. Faculty-student, peer-to-peer and doctoral student-to-student relationships were found to be influential to the preparation process. The theme of pedagogy describes the experiential learning activities, content and delivery of information used to prepare CES teachers. Effort describes the way faculty and students engage in the preparation process. Implications include a need for greater transparency during the training process, consistency in student preparation, increased awareness of power differentials between faculty and students, caution regarding navigating peer relationships, and the need for a counselor educator signature pedagogy. Recommendations for future research are provided.
Mei Tang, Ph.D. (Committee Chair)
Michael Brubaker, Ph.D. (Committee Member)
Michelle Hall, Ed.D. (Committee Member)
Marcus Johnson, Ph.D. (Committee Member)
182 p.
Mental Health
counselor education; pedagogy; doctoral student preparation

Recommended Citations

Citations

  • Montgomery, M. L. (2018). How are CACREP-accredited Doctoral Programs Preparing Students to Teach? A Thematic Analysis [Doctoral dissertation, University of Cincinnati]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1522400213673396

    APA Style (7th edition)

  • Montgomery, Meredith. How are CACREP-accredited Doctoral Programs Preparing Students to Teach? A Thematic Analysis. 2018. University of Cincinnati, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ucin1522400213673396.

    MLA Style (8th edition)

  • Montgomery, Meredith. "How are CACREP-accredited Doctoral Programs Preparing Students to Teach? A Thematic Analysis." Doctoral dissertation, University of Cincinnati, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1522400213673396

    Chicago Manual of Style (17th edition)

ucin1522400213673396
308
© 2018, all rights reserved.
This open access ETD is published by University of Cincinnati and OhioLINK.