DIGEST - Volume 11, Issue 3-FULL ISSUE

11 TPC Digest Eric G. Suddeath, Eric R. Baltrinic, Heather J. Fye, Ksenia Zhbanova, Suzanne M. Dugger, Sumedha Therthani Group Differences Between Counselor Education Doctoral Students’ Number of Fieldwork Experiences and Teaching Self-Efficacy C ounselor education doctoral students (CEDS) need actual experiences in teaching as a part of their teaching preparation. However, the counselor education literature is inconsistent regarding what constitutes this component of training. Overall, these experiences (what we have labeled fieldwork in teaching [FiT]) include an experiential component (e.g., co-teaching, formal teaching internships/practicums, teaching assistantships), vary in the amount of responsibility CEDS take on, and include regular supervision. What we do know is that FiT experiences strengthen CEDS’ teaching identities, their ability to translate adult learning theories into practice, and their perceived confidence and competence in teaching. CEDS’ found FiT experiences particularly helpful when they mimicked the actual roles and responsibilities of a counselor educator and included supervised, developmentally structured experiences (i.e., gradual increase in the level of autonomy and responsibility within FiT). The literature also clearly suggests that the more FiT experiences CEDS acquire, the greater their perceived efficacy in teaching. Despite the reported benefits of FiT and the general trend of increased teaching self-efficacy with more FiT experiences, we know very little about how the number of FiT experiences differentially impacts CEDS’ teaching self-efficacy. Accordingly, we conducted a cross-sectional study with a sample of CEDS to investigate how their self-efficacy toward teaching differed depending on the amount of FiT experience gained (i.e., no experience in teaching, one to two experiences, three to four experiences, and five or more experiences). Our findings identified a significant difference in self-efficacy toward teaching scores by the number of FiT experiences acquired. Follow-up analyses revealed an initial substantial drop from no experience to one to two experiences and a significant increase in self-efficacy toward teaching between one to two FiT experiences and five or more experiences as well as three to four FiT experiences and five or more experiences. There was no significant difference between those with no FiT experience and those with five or more experiences, and in fact, these groups had nearly identical mean scores. It is plausible that participants may have initially overestimated their own abilities and level of control over the new complex task of teaching, which may explain the initial drop in self-efficacy among participants. Overall, our findings can provide doctoral programs insight into how to intentionally structure FiT experiences for CEDS. It is our hope that programs will provide students with multiple—and preferably at least five—developmentally structured and supervised teaching opportunities that progress from lesser to greater responsibility and autonomy within the teaching role. Supervision is essential in FiT, as previous studies suggest it buffers against CEDS’ fears and anxieties associated with initial teaching experiences. Future research could investigate the relationship between various aspects of CEDS’ FiT experiences (e.g., level of responsibility and role, frequency and quality of supervision) and self-efficacy toward teaching. This may provide a clearer picture for how counselor education doctoral programs could structure these experiences. Eric G. Suddeath, PhD, LPC-S (MS), is an associate professor at Denver Seminary. Eric R. Baltrinic, PhD, LPCC-S (OH), is an assistant professor at the University of Alabama. Heather J. Fye, PhD, NCC, LPC (OH), is an assistant professor at the University of Alabama. Ksenia Zhbanova, EdD, is an assistant professor at Mississippi State University-Meridian. Suzanne M. Dugger , EdD, NCC, ACS, LPC (MI), SC (MI, FL), is a professor and department chair at Florida Gulf Coast University. Sumedha Therthani , PhD, NCC, is an assistant professor at Mississippi State University. Correspondence may be addressed to Eric G. Suddeath, 6399 South Santa Fe Drive, Littleton, CO 80120, ericsuddeath@gmail.com . | TPC Digest