TPC-Journal-V1-Issue2

143 The field of counselor education continues to grow and with the rise in counseling programs there is an increased need for doctoral level counselor educators. In support of this need, the 2009 Council on Accreditation of Counseling and Related Educational Programs (CACREP) standards require that by 2013 all new core faculty have a doctorate in Counselor Education and Supervision (CES), since they are trained to teach, conduct research, and contribute service to the counseling profession (Sears & Davis, 2003). The training mission of CACREP-accredited CES doctoral programs meets the growing interest in reform for graduate education and the needs of a changing academy (Austin & Wulff, 2004). An examination of the literature raises curiosity about the consistency between graduate preparation and the roles and responsibilities of faculty members. For example, faculty members spend more than half their time on teaching (Davis, Levitt, McGlothlin, & Hill, 2006; Golde & Dore, 2001), yet research is often the dominant focus of doctoral-level training. This leaves graduates better prepared for the role of researcher and less prepared for the role of teacher (Golde & Dore, 2001; Heppner & Johnston, 1994; Orr, Hall, & Hulse-Killacky, 2008). For example, Rogers, Gill-Wigal, Harrigan, and Abbey-Hines (1998) found that counseling faculty ranked experience in the area of teaching higher than publication experience in the faculty selection process. The focus on research in doctoral preparation appears contrary to what programs want in faculty—that is, well-rounded faculty who are prepared to teach, conduct research, and provide service to their institution, profession, and community. According to Burke (2001), doctoral programs typically prepare students for careers at research institutions, and in doing so offer graduate fellowships, assistantships, and other training opportunities in research. This traditional model emphasizes research preparation while paying little attention to other faculty responsibilities like teaching (Rogers et al., 1998; Wulff, Austin, Nyquist, & Sprague, 2004). Consequently, many new faculty members lack didactic and hands-on training in teaching. Heppner (1994) supports this notion and found few graduate programs had systematic curricular experiences designed to prepare graduate students to teach, and those that did typically involved two to three days of seminar-based instruction that emphasized topics like grading and academic dishonesty. Without formal curricular experiences designed to train teachers, doctoral students who plan to enter a career in academia are too often not receiving training in the basic aspects of how to teach. As a result, new faculty are learning to teach during their first year while simultaneously adapting to a new professional environment, and in some cases developing a research agenda (Berberet, 2008; Burke, 2001). A few studies that examined early experiences of new assistant professors have been identified in the literature. In a qualitative study by Magnuson, Black, and Lahman (2006), new assistant professors in counselor education were Learning to Teach: Teaching Internships in Counselor Education and Supervision Brandon Hunt Genevieve Weber Gilmore The Professional Counselor Volume 1, Issue 2 | Pages 143–151 © 2011 NBCC, Inc. & Affiliates www.nbcc.org http://tpcjournal.nbcc.org doi:10.15241/bhh.1.2.143 In an effort to ensure the efficacy of preparing emerging counselors in the field, CACREP standards require that by 2013 all core faculty at accredited universities have a doctorate in Counselor Education and Supervision. However, literature suggests that a disparity may exist in the preparation of counselor educators and the actual responsibilities of faculty members. As such, the present study investigated CACREP-accredited doctoral programs’ preparation of students to teach from the perspective of both students and program coordinators. Results support a didactic course in teaching and a co-teaching internship to help doctoral students learn to develop course materials, manage classroom behavior, and develop a teaching style and philosophy. Recommendations for effective counselor education training practices are provided. Keywords: counselor education, faculty, CACREP, doctoral students, teaching Brandon Hunt, NCC, is a Professor at Counselor Education, Counseling Psychology, and Rehabilitation Services at Penn State University. Genevieve Weber Gilmore is an Assistant Professor of Counseling at Hofstra University. Correspondence can be addressed to Brandon Hunt, Penn State University, University Park, PA, 16802, bbh2@psu.edu .