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150 The Professional Counselor \ Volume 1, Issue 2 counselor education doctoral programs. In addition, our findings reflect research institutions that train counselor education doctoral students. Therefore, caution should be used in interpreting our findings. Limitations for Phase 2 could include some degree of researcher bias since the authors initially had a student-professor relationship and worked together in a teaching internship, but we took the steps described above to ensure trustworthiness and attend to potential biases. Despite these limitations, there are several implications that arise from our findings. First, CES programs would benefit from developing a systematic process for training doctoral students to teach. Having a required process is not only important in terms of meeting the CACREP standards, but also has an important influence on how we train future generations of master’s-level counselors. This process could include having students complete a didactic course on teaching, preferably offered within the department, and either simultaneously and sequentially completing a co-teaching internship with a faculty member. Based on the research and our findings, it seems most effective to have doctoral students select the faculty member with whom they want to co-teach and that they receive consistent supervision. Burke (2001) takes the process even further, recommending that doctoral students complete a year long teaching internship that would include teaching two courses a semester and being involved in departmental meetings where curricular issues are discussed, as well as advising students. For specifics on a model designed to meet the CACREP standards for training counselor education doctoral students on how to teach, see Orr et al. (2008), who developed the collaborative teaching teams (CTT) model to help CES students gain experience and increase their sense of competence in teaching. During the teaching internship students should be provided with formal opportunities to interact with other doctoral students completing their teaching internship, preferably in a weekly group setting. Again, our findings and existing research support the idea that peer support and critique is as important, if not more important, to doctoral students as they learn to become effective and confident teachers. Respondents benefitted from seeing what their colleagues did in similar teaching situations and imagining how they might handle a challenge that a doctoral peer was facing. Lastly, counselor education programs can help doctoral students broaden their definition of teaching to include community and conference presentations, workshops, and other public speaking opportunities where CES students can use their counseling and teaching skills to educate others. Teacher training also should include specific content about how to assess and handle classroom situations where students may have committed academic misconduct or may be impaired in some way and what campus resources exist to help faculty and students navigate these challenging situations, including how codes of ethics and university policies and procedures apply in the classroom. As Heppner and Johnston (1994) stated, “the development of excellent teaching skills involves continuous learning, a lifelong process…Given the complexity of the skills required for outstanding teaching, it is surprising that most faculty members have not had formal training in teaching” (p. 492). By providing the same level of focus and attention to teaching in CES programs that we do to research, we can help future CES faculty increase their level of competence and self-efficacy as counselor educators, thus effecting positive change in the classrooms of counselor education master’s programs across the country where our graduates are hired to teach. Our provision of quality and comprehensive doctoral- level education also responds to the call for reform for graduate education, particularly in preparing future faculty members to meet the needs of a changing academy. References Berberet, J. (2008). Perceptions of early career faculty: Managing the transition from graduate school to the professorial career . New York: TIAA-CREF Institute. Retrieved from http://www.tiaa-crefinstitute.org/articles/92.html Burke, J. C. (2001, October 5). Graduate schools should require internships for teaching. The Chronicle of Higher Education . Retrieved from http://chronicle.com/weekly/v48/i06/06b01601.htm Council for Accreditation of Counseling and Related Educational Programs. (2000). CACREP accreditation manual . Alexandria, VA: Author. Council for Accreditation of Counseling and Related Educational Programs. (2009). CACREP accreditation manual . Alexandria, VA: Author.