TPC-Journal-V1-Issue2

146 The Professional Counselor \ Volume 1, Issue 2 least helpful about the course, (e) what would they have liked to have known before they started the teaching internship/ co-teaching experience, and (f) how prepared they felt to teach independently after completing the teaching internship? Results CES program coordinators provided commentary on the status of the teaching internship at their institution (Phase 1), and doctoral students on their experiences with the teaching internship (Phase 2). Phase 1: Program Coordinator Responses Coordinators for the 16 programs noted they typically accepted six CES students a year. With regard to the main focus of the program (i.e., train faculty, train supervisors and practitioners, train researchers), 10 coordinators noted their program focused on training counselor education faculty, one program emphasized training of counselor education faculty as well as training of supervisors and practitioners, one program focused exclusively on training supervisors and practitioners, and four programs had an equal balance between all three areas. With regard to how programs met the CACREP standard regarding teaching, the responses were varied with 15 of 16 participants responding to this question. Three coordinators noted their programs required no teaching experience as part of doctoral training. Of these, two noted that while their programs did not require a teaching experience most CES students co-taught a course with a faculty member. Nine coordinators said their students must complete a formal teaching internship, which typically entailed teaching a master’s level lecture course with a program faculty member. Of the programs that required a teaching internship, eight also required that students complete a didactic course on college teaching. Four coordinators noted they offered the course on teaching in their department, and four participants noted the required teaching course was offered outside of their department. When asked what other opportunities their programs offered for CES students to gain additional teaching experience, eight coordinators responded that their students had the opportunity to teach an undergraduate course independently, three programs provided opportunities for students to lead workshops, and two programs provided opportunities for CES students to teach master’s level courses independently. Phase 2: Experiences of CES Student Respondents Who Completed the Teaching Internship As noted, 14 doctoral students responded to Phase 2 of the study. They were asked to answer questions about their experiences prior to, during, and following their teaching internship. Eight respondents reported they had some level of teaching experience prior to their doctoral programs, which included teaching at the K–12, undergraduate, and master’s level. Following the principles of the constant comparative method of analysis (Lincoln & Guba, 1985), we reviewed and coded the responses to the remaining eight questions independently and placed them in categories. Then we met to discuss our independent categories until we came to consensus about the categories’ titles and meanings. We took several steps to verify our findings. First, we used multiple participants as a form of data triangulation (Creswell, 2007; Patton 2002). Second, we analyzed the data independently and then together, which is a form of investigator triangulation (Lincoln & Guba, 1985; Patton, 2002). We also revisited participant responses when necessary throughout the analysis process, which provided us with opportunities to remain aware of potential research biases as well as to support or refute our categories. Finally, we used “thick description” (i.e., quotes) from the participants to add detail to their experiences (Lincoln & Guba, 1985). Based on our analysis, responses emerged in the following four categories: (a) most and least helpful aspects of the teaching internship, (b) most and least helpful aspects of the didactic course on teaching, (c) what students should know before starting their teaching internship, and (d) how prepared students felt to teach independently. Responses will be described in detail, including exemplary quotes from the participants. Most and least helpful aspects of the teaching internship. According to one respondent, the teaching internship is an opportunity for doctoral students to observe, model, and collaborate with “trusted and experienced” professors in preparation for their careers as counselor educators. Of the 14 doctoral students who responded, only one person wrote that the teaching experience was not helpful. The remaining respondents appreciated the support and guidance provided by the professors with whom they taught, which according to one respondent helped guide the student through “the rough spots” and improved his/her teaching skills. One respondent wrote, “I appreciated working closely with my supervisor