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Mentoring and other valued components of counselor educator doctoral training: a Delphi study

Mentoring and other valued components of counselor educator doctoral training: a Delphi study PurposeCounselor educators graduating from accredited doctoral programs complete training in counseling, supervision, teaching, research, scholarship, leadership, and advocacy. The purpose of this paper is to investigate the valued components of doctoral degree training in counselor education among new graduates.Design/methodology/approachRecent graduates in full-time counselor education positions were surveyed using the Delphi method to determine which aspects of their doctoral training best prepared them for their current positions.FindingsThe participants valued or desired training in teaching, research, supervision, and potential mentorship.Research limitations/implicationsA serendipitous finding of the research was that mentorship, which was not a deliberate training feature, was highly valued by new counselor educators. Further research on which mentorship styles are best suited for counselor educator training is necessary. Continued training in teaching, research, and supervision is also necessary.Practical implicationsSome form of mentoring is desirable in counselor educator training programs to facilitate transition from year to year of doctoral study, as well as to assist transition from the role of student to faculty.Originality/valueA desire to be mentored by faculty, specifically for students in counselor education doctoral programs, is revealed. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png International Journal of Mentoring and Coaching in Education Emerald Publishing

Mentoring and other valued components of counselor educator doctoral training: a Delphi study

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References (51)

Publisher
Emerald Publishing
Copyright
Copyright © Emerald Group Publishing Limited
ISSN
2046-6854
DOI
10.1108/IJMCE-09-2016-0064
Publisher site
See Article on Publisher Site

Abstract

PurposeCounselor educators graduating from accredited doctoral programs complete training in counseling, supervision, teaching, research, scholarship, leadership, and advocacy. The purpose of this paper is to investigate the valued components of doctoral degree training in counselor education among new graduates.Design/methodology/approachRecent graduates in full-time counselor education positions were surveyed using the Delphi method to determine which aspects of their doctoral training best prepared them for their current positions.FindingsThe participants valued or desired training in teaching, research, supervision, and potential mentorship.Research limitations/implicationsA serendipitous finding of the research was that mentorship, which was not a deliberate training feature, was highly valued by new counselor educators. Further research on which mentorship styles are best suited for counselor educator training is necessary. Continued training in teaching, research, and supervision is also necessary.Practical implicationsSome form of mentoring is desirable in counselor educator training programs to facilitate transition from year to year of doctoral study, as well as to assist transition from the role of student to faculty.Originality/valueA desire to be mentored by faculty, specifically for students in counselor education doctoral programs, is revealed.

Journal

International Journal of Mentoring and Coaching in EducationEmerald Publishing

Published: Jun 5, 2017

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