Journal of Counselor Preparation and Supervision
Document Type
Empirical Research Article
Keywords
professional identity development, counselor education, doctoral student, teaching, phenomenology
Subject Area
Counselor Education
Abstract
Abstract
Counselor educators (CE) prepare counselor education doctoral students (CEDS) to work as counselors, scholars, leaders, supervisors, and teachers. While we have a firm understanding of how CEDS develop in general (Limberg et al., 2013; Moss et al., 2014), there is little known about how they develop specifically as teachers. The goal of this research study was to gain insight into how teacher identity develops for CEDS. We interviewed 10 participants using transcendental phenomenology methodology to gain insight into their teaching preparation experiences and identities as teachers. We identified three primary themes from the data: (1) Connection, (2) Confidence, or lack thereof, and (3) Who am I, who are you? We provide implications for counselor education programs to encourage supporting CEDS in developing their professional identity as teachers.
DOI
http://dx.doi.org/10.70013/1mvslkaw
Recommended Citation
Allen, W., Diambra, J. F., & Gaylor, R. (2025). The Development of Teacher Identity in Counselor Education Doctoral Students. Journal of Counselor Preparation and Supervision, 19(1). http://dx.doi.org/10.70013/1mvslkaw
Included in
Counselor Education Commons, Mental Disorders Commons, Other Mental and Social Health Commons, Student Counseling and Personnel Services Commons, Substance Abuse and Addiction Commons
