TPC-Journal-V5-Issue3

The Professional Counselor /Volume 5, Issue 3 388 of students in the classroom as a starting point for making decisions about what will be taught, creating spaces during class time where spontaneous learning can occur, and providing opportunities for autonomous and self-directed learning experiences (Brown, 2003). Infusing learning-centered pedagogy into one’s teaching may facilitate a deep learning experience for students, which will augment their development as emergent counselors. Conflict of Interest and Funding Disclosure The authors reported no conflict of interest or funding contributions for the development of this manuscript. References Andersen, T. (Ed.). (1991). The reflecting team: Dialogues and dialogues about the dialogues. New York, NY: Norton. Baeten, M., Dochy, F., & Struyven, K. (2012). Using students’ motivational and learning profiles in investigating their perceptions and achievement in case-based and lecture-based learning environments. Educational Studies , 38 , 491–506. doi:10.1080/03055698.2011.643113 Baeten, M., Struyven, K., & Dochy, F. (2013). Student-centred teaching methods: Can they optimise students’ approaches to learning in professional higher education? Studies in Educational Evaluation , 39 , 14–22. doi:10.1016/j.stueduc.2012.11.001 Bain, K. (2004). What the best college teachers do . Cambridge, MA: Harvard University Press. Barrett, A. M. (2007). Beyond the polarization of pedagogy: Models of classroom practice in Tanzanian primary schools. Comparative Education , 43 , 273–294. doi:10.1080/03050060701362623 Brown, K. L. (2003). From teacher-centered to learner-centered curriculum: Improving learning in diverse classrooms. Education , 124 , 49–54 Cornelius-White, J. (2007). Learner-centered teacher-student relationships are effective: A meta-analysis. Review of Educational Research , 77 , 113–143. doi:10.3102/003465430298563 Crick, R. D., & McCombs, B. L. (2006). The assessment of learner-centered practices surveys: An English case study. Educational Research and Evaluation , 12 , 423–444. doi:10.1080/13803610600697021 Diseth, Ǻ. (2007). Students’ evaluation of teaching, approaches to learning, and academic achievement. Scandinavian Journal of Educational Research , 51 , 185–204. doi:10.1080/00313830701191654 Dollarhide, C. T., Smith, A. T., & Lemberger, M. E. (2007). Counseling made transparent: Pedagogy for a counseling theories course. Counselor Education and Supervision , 46 , 242–253. Furr, S. R., & Carroll, J. J. (2003). Critical incidents in student counselor development. Journal of Counseling & Development , 81 , 483–489. doi:10.1002/j.1556-6678.2003.tb00275.x Granello, D. H. (2000). Contextual teaching and learning in counselor education. Counselor Education and Supervision , 39 , 270–283. doi:10.1002/j.1556-6978.2000.tb01237.x Grant, J. (2006). Training counselors to work with complex clients: Enhancing emotional responsiveness through experiential methods. Counselor Education and Supervision , 45 , 218–230. doi:10.1002/j.1556-6978.2006. tb00144.x Harris, M., & Cullen, R. (2008). Learner-centered leadership: An agenda for action. Innovation in Higher Education , 33 , 21–28. doi:10.1007/s10755-007-9059-3 Lindblom-Ylänne, S. (2004). Raising students’ awareness of their approaches to study. Innovations in Education and Teaching International , 41 , 405–421. doi:10.1080/1470329042000277002 May, K. M. (2004). How do we teach family therapy theory? The Family Journal: Counseling and Therapy for Couples and Families , 12 , 275–277. doi:10.1177/1066480704264545 McAuliffe, G., & Eriksen, K. (2002). Teaching strategies for constructivist and developmental counselor education . London, England: Bergin & Garvey.