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47 Table 2 Cross-Analysis Findings: Final Domain and Category List Domain Category Frequency I: Teaching 1: Teaching experience Typical 2: Contributing factors General 3: Critical Interactions with students Variant II: Supervision of students 1: Development of counselors General 2: Professional identity transition Typical III: Conducting research 1: Research is a responsibility Typical 2: Development of the researcher role General IV: Conferences 1: Presenting at conferences General 2: Networking with professionals at conferences Typical V: Cohort membership VI: Program design VII: Mentoring Category 1: Importance of mentoring Variant Category 2: Value of conversations with Faculty Typical VIII: Perceived as a counselor educator by others Note : The purpose of the frequency labels is to classify the categories. Categories were clarified through a cross-analysis. For this research, general frequency constitutes all three cases, typical constitutes two cases, and variant for one case. Category 1: Teaching experience. Data generated on the teaching experience category originated from the second-year and third-year CEDS cohorts, designating it as a typical category. Some participants discussed previous teaching experience as vital, while others identified the learning of teaching theories as important. The data revealed the second year as the period in which teaching becomes relevant in this particular counselor education doctoral program. Additionally, first-hand teaching experiences were identified by the third-year cohort as important in counselor educator identity formation. The teaching experience provided doctoral students a way to practice and apply their teaching and learning theory, and an opportunity to build their confidence as teachers. One third-year CEDS stated, “I recognized myself as a counselor educator when I had to assign grades, especially those below a B.” Category 2: Contributing factors. The category of contributing factors was a general category, present in all three CEDS cohorts. The first-year CEDS felt mandatory programmatic activities such as facilitating psycho-educational groups contributed to their counselor educator identity development in teaching. The second-year students noted the interrelation of teaching and supervision, in that using these skills in a classroom improved their efficacy and contributed to adopting a counselor educator persona. The interrelation is indicated in one student stating, “The second year allows you the opportunity to do everything, including teaching, that you will be doing as a counselor educator.” In addition, evaluating students’ knowledge and skills acquisition helped in developing teaching as a core component of the counselor educator identity. A second-year CEDS supported the importance of student evaluation by stating that teaching and grading were not skills used as a counselor, but differentiated the CEDS as a counselor educator. The Professional Counselor \Volume 3, Issue 1