Pedagogy, teaching, teaching philosophy, teaching development
An educator’s teaching philosophy can have a direct impact on student learning and many counselor educators report feeling underprepared in the development of their teaching philosophy. Utilizing conventional qualitative content analysis, the authors analyzed counselor educators’ (N = 15) teaching philosophy statements to understand how they described and structured their teaching philosophies. Emergent categories included theoretical influences on teaching, facilitation of learning strategies, student learning goals, developmental process as a teacher, and beliefs about teaching and learning. Developing a more specific theoretical orientation may help counselor educators intentionally approach their teaching in ways that could lead to better learning outcomes for counselors-in-training.
Hall, D. P., Waalkes, P. L., & Smith, P. H. (2021). A content analysis of counselor educators' teaching philosophy statements. The Journal of Counselor Preparation and Supervision, 14(1). Retrieved from https://repository.wcsu.edu/jcps/vol14/iss1/3